Proportional Reasoning and Related Concepts: Analysis of Gaps and Understandings of Middle Grade Students

ERIC Educational Resources Information Center

Ojose, Bobby

2015-01-01

This study investigated proportional reasoning and the related concepts of decimal, percent, and ratio. In particular, the research focused on analyzing the gaps and understandings that grades 6, 7, and 8 students have and advanced factors for such gaps and understandings. The study employed a mixed method approach in which quantitative data was…

Students' Energy Concepts at the Transition between Primary and Secondary School

ERIC Educational Resources Information Center

Opitz, Sebastian T.; Harms, Ute; Neumann, Knut; Kowalzik, Kristin; Frank, Arne

2015-01-01

Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students' progression in understanding the energy…

Understanding concepts of place in recreation research and management.

Treesearch

Linda. E. Kruger; Troy E. Hall; Maria C. Stiefel

2008-01-01

Over a 3-day weekend in the spring of 2004 a group of scientists interested in extending understanding of place as applied in recreation research and management convened a working session in Portland, Oregon. The purpose of the gathering was to clarify their understanding of place-related concepts, approaches to the study of people-place relations, and the application...

A Study of How Classroom Dialogue Facilitates the Development of Geometric Spatial Concepts Related to Understanding the Cause of Moon Phases

ERIC Educational Resources Information Center

Sherrod, Sonya Ellouise; Wilhelm, Jennifer

2009-01-01

Research indicates that student understanding is either confirmed or reformed when given opportunities to share what they know. This study was conducted to answer the research question: Will classroom dialogue facilitate students' understanding of lunar concepts related to geometric spatial visualisation? Ninety-two middle school students engaged…

Which Bulb Is Brighter? It Depends on Connection! Strategies for Illuminating Electrical Concepts Using Light Bulbs

ERIC Educational Resources Information Center

Wong, Darren; Lee, Paul; Foong, See Kit

2017-01-01

In this paper, we examined teachers' understanding of electrical concepts such as power, current and potential difference based on how these concepts were applied to understand the relative brightness seen in bulbs of different wattage under different connections--series or parallel. From the responses of teachers to a concept question, we…

High School Biology Students' Transfer of the Concept of Natural Selection: A Mixed-Methods Approach

ERIC Educational Resources Information Center

Pugh, Kevin J.; Koskey, Kristin L. K.; Linnenbrink-Garcia, Lisa

2014-01-01

The concept of natural selection serves as a foundation for understanding diverse biological concepts and has broad applicability to other domains. However, we know little about students' abilities to transfer (i.e. apply to a new context or use generatively) this concept and the relation between students' conceptual understanding and transfer…

Exploring Relations among Preservice Elementary Teachers' Ideas about Evolution, Understanding of Relevant Science Concepts, and College Science Coursework

ERIC Educational Resources Information Center

Rice, Diana C.; Kaya, Sibel

2012-01-01

This study investigated the relations among preservice elementary teachers' ideas about evolution, their understanding of basic science concepts and college science coursework. Forty-two percent of 240 participants did not accept the theory of human evolution, but held inconsistent ideas about related topics, such as co-existence of humans and…

A Structural Model Related to the Understanding of the Concept of Function: Definition and Problem Solving

ERIC Educational Resources Information Center

Panaoura, Areti; Michael-Chrysanthou, Paraskevi; Gagatsis, Athanasios; Elia, Iliada; Philippou, Andreas

2017-01-01

This article focuses on exploring students' understanding of the concept of function concerning three main aspects: secondary students' ability to (1) define the concept of function and present examples of functions, (2) solve tasks which asked them to recognize and interpret the concept of function presented in different forms of representation,…

Kindergarten and Primary School Children's Everyday, Synthetic, and Scientific Concepts of Clouds and Rainfall

NASA Astrophysics Data System (ADS)

Malleus, Elina; Kikas, Eve; Marken, Tiivi

2017-06-01

The purpose of this research was to explore children's understandings of everyday, synthetic and scientific concepts to enable a description of how abstract, verbally taught material relates to previous experience-based knowledge and the consistency of understanding about cloud formation. This study examined the conceptual understandings of cloud formation and rain in kindergarten (age 5-7), second (age 8-9) and fourth (age 10-11) grade children, who were questioned on the basis of structured interview technique. In order to represent consistency in children's answers, three different types of clouds were introduced (a cirrus cloud, a cumulus cloud, and a rain cloud). Our results indicate that children in different age groups gave a similarly high amount of synthetic answers, which suggests the need for teachers to understand the formation process of different misconceptions to better support the learning process. Even children in kindergarten may have conceptions that represent different elements of scientific understanding and misconceptions cannot be considered age-specific. Synthetic understanding was also shown to be more consistent (not depending on cloud type) suggesting that gaining scientific understanding requires the reorganisation of existing concepts, that is time-consuming. Our results also show that the appearance of the cloud influences children's answers more in kindergarten where they mostly related rain cloud formation with water. An ability to create abstract connections between different concepts should also be supported at school as a part of learning new scientific information in order to better understand weather-related processes.

Intersection of migration and turnover theories-What can we learn?

PubMed

Brewer, Carol S; Kovner, Christine T

2014-01-01

The international migration of nurses has become a major issue in the international health and workforce policy circles, but analyses are not based on a comprehensive theory. The purpose of this article was to compare the concepts of an integrated nursing turnover theory with the concepts of one international migration framework. An integrated turnover theory is compared with a frequently used migration framework using examples of each. Migration concepts relate well to turnover concepts, but the relative importance and strength of various concepts may differ. For example, identification, development, and measurement of the concept of national commitment, if it exists, is parallel to organizational commitment and may be fruitful in understanding the processes that lead to nurse migration. The turnover theory provides a framework for examining migration concepts and considering how these concepts could relate to each other in a future theory of migration. Ultimately, a better understanding of the relationships and strengths of these concepts could lead to more effective policy. Copyright © 2014 Elsevier Inc. All rights reserved.

Thai Grade 10 and 11 Students' Conceptual Understanding and Ability to Solve Stoichiometry Problems

ERIC Educational Resources Information Center

Dahsah, Chanyah; Coll, Richard K.

2007-01-01

Stoichiometry and related concepts are an important part of student learning in chemistry. In this interpretive-based inquiry, we investigated Thai Grade 10 and 11 students' conceptual understanding and ability to solve numerical problems for stoichiometry-related concepts. Ninety-seven participants completed a purpose-designed survey instrument…

Elementary School Students' Understandings of Technology Concepts.

ERIC Educational Resources Information Center

Davis, Robert S.; Ginns, Ian S.; McRobbie, Campbell J.

2002-01-01

Students in grades 2 (n=27), 4 (n=37), and 6 (n=28) were asked questions about artifacts or pictures. Their explanations, which revealed their understanding of such technological concepts as material properties and stability, were classified as naive, artifact related, or not artifact related. Explanations tended to cluster in a classification at…

Representations of Fundamental Chemistry Concepts in Relation to the Particulate Nature of Matter

ERIC Educational Resources Information Center

Kirbulut, Zubeyde Demet; Beeth, Michael Edward

2013-01-01

This study investigated high school students' understanding of fundamental chemistry concepts - states of matter, melting, evaporation, condensation, boiling, and vapor pressure, in relation to their understanding of the particulate nature of matter. A sample of six students (four females and two males) enrolled in a second year chemistry course…

Representations of Fundamental Chemistry Concepts in Relation to the Particulate Nature of Matter

ERIC Educational Resources Information Center

Kirbulut, Zübeyde Demet; Beeth, Michael Edward

2013-01-01

This study investigated high school students' understanding of fundamental chemistry concepts--states of matter, melting, evaporation, condensation, boiling, and vapor pressure, in relation to their understanding of the particulate nature of matter. A sample of six students (four females and two males) enrolled in a second year chemistry course at…

Learning Relative Motion Concepts in Immersive and Non-Immersive Virtual Environments

ERIC Educational Resources Information Center

Kozhevnikov, Michael; Gurlitt, Johannes; Kozhevnikov, Maria

2013-01-01

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop…

Prospective Pedagogy for Teaching Chemical Bonding for Smart and Sustainable Learning

ERIC Educational Resources Information Center

Dhindsa, Harkirat S.; Treagust, David F.

2014-01-01

As an important subject in the curriculum, many students find chemistry concepts difficult to learn and understand. Chemical bonding especially is important in understanding the compositions of chemical compounds and related concepts and research has shown that students struggle with this concept. In this theoretical paper based on analysis of…

Understandings and Misunderstandings of Eight Graders of Five Chemistry Concepts Found in Textbooks.

ERIC Educational Resources Information Center

Abraham, Michael R.; And Others

1992-01-01

Reports on misconceptions held by intermediate grade students concerning chemistry textbook concepts, on the relation of reasoning ability to those misconceptions, and on the extent that textbooks encourage misconceptions. Concludes that the level of understanding displayed for the selected concepts, in combination with the nature of students'…

Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

ERIC Educational Resources Information Center

Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

2015-01-01

This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and…

Impacting Early Childhood Teachers' Understanding of the Complexities of Place Value

ERIC Educational Resources Information Center

Cady, Jo Ann; Hopkins, Theresa M.; Price, Jamie

2014-01-01

In order to help children gain a more robust understanding of place value, teachers must understand the connections and relationships among the related concepts as well as possess knowledge of how children learn early number concepts. Unfortunately, teachers' familiarity with the base-ten number system and/or lack of an understanding of…

A Study of Taiwanese Children's Conceptions of and Relation to Nature: Curricular and Policy Implications

ERIC Educational Resources Information Center

Dai, Amy Hsin-I

2011-01-01

The present study investigated children's conceptions of and relations to nature. Understanding the factors that influence them was the goal. The study used the Contextual Model of Learning as the theoretical framework to structure the research questions and data analysis to understand children's nature learning in the personal, sociocultural, and…

Prospective Physics Teachers' Level of Understanding Energy, Power and Force Concepts

ERIC Educational Resources Information Center

Saglam-Arslan, Aysegul; Kurnaz, Mehmet Altan

2009-01-01

The aim of this study is to determine prospective physics teachers' level of understanding of the concepts of energy and the related concepts of force and power. The study was carried out with the participation of 56 physics education department students at a university in Karadeniz region. All participants had previously taken an introductory…

The Development of the Concept of Suicide in Children.

ERIC Educational Resources Information Center

Normand, Claude L.; Mishara, Brian L.

1992-01-01

Examined development of concept of suicide in 60 children. Found that 10 percent of first, 50 percent of third, and 95 percent of fifth graders had basic understanding of suicide. Attitudes toward suicide were neutral or negative. Concept of suicide was significantly related to concept of death and experiences with death and was also related to…

Kindergarten and Primary School Children's Everyday, Synthetic, and Scientific Concepts of Clouds and Rainfall

ERIC Educational Resources Information Center

Malleus, Elina; Kikas, Eve; Marken, Tiivi

2017-01-01

The purpose of this research was to explore children's understandings of everyday, synthetic and scientific concepts to enable a description of how abstract, verbally taught material relates to previous experience-based knowledge and the consistency of understanding about cloud formation. This study examined the conceptual understandings of cloud…

Addressing Pre-Service Teachers' Understandings and Difficulties with Some Core Concepts in the Special Theory of Relativity

ERIC Educational Resources Information Center

Selcuk, Gamze Sezgin

2011-01-01

The aim of this study is to investigate pre-service teachers' understanding of and difficulties with some core concepts in the special theory of relativity. The pre-service teachers (n = 185) from the Departments of Physics Education and Elementary Science Education at Dokuz Eylul University (in Turkey) participated. Both quantitative and…

Is Small, Small Enough? Students' Understanding the Need for the Definition of the Derivative as a Limit

ERIC Educational Resources Information Center

Kidron, Ivy

2015-01-01

The research relates to undergraduate students' understanding of mathematical concepts that relate to the conceptualisation of the continuous such as the notion of limit. The cognitive difficulties that accompany the learning of these concepts at the different stages of the mathematics education are well reported in the literature. I analyse the…

Effect of the Four-Step Learning Cycle Model on Students' Understanding of Concepts Related to Simple Harmonic Motion

ERIC Educational Resources Information Center

Madu, B. C.

2012-01-01

The study explored the efficacy of four-step (4-E) learning cycle approach on students understanding of concepts related to Simple Harmonic Motion (SHM). 124 students (63 for experimental group and 61 for control group) participated in the study. The students' views and ideas in simple Harmonic Achievement test were analyzed qualitatively. The…

An Analysis of Grade 11 Learners' Levels of Understanding of Functions in Terms of APOS Theory

ERIC Educational Resources Information Center

Chimhande, Tinoda; Naidoo, Ana; Stols, Gerrit

2017-01-01

This article reports on a study of six Grade 11 learners' levels of understanding of concepts related to the function definition and representation. Task-based clinical interviews were used to elicit the learners' interpretations and reasoning when working with these function-related concepts. Indicators for Action-Process-Object-Schema (APOS)…

An Investigation of Grade 12 Students' Misconceptions Relating to Fundamental Characteristics of Molecules and Atoms.

ERIC Educational Resources Information Center

Griffiths, Alan Keith; Preston, Kirk R.

An understanding of the concepts of atoms and molecules is fundamental to the learning of chemistry. Any misconceptions and alternative conceptions related to these concepts which students harbor will impede much further learning. This paper identifies misconceptions related to the fundamental characteristics of atoms and molecules which Grade 12…

Exploring a Hydrological Concept through Children's Drawings.

ERIC Educational Resources Information Center

Dove, J. E.; Everett, L. A.; Preece, P. F. W.

1999-01-01

Examines children's (n=306) drawings of a river basin to determine their understanding of scientific concepts related to the water cycle. Presents exemplars of five levels of understanding and analysis of the drawings' orientation and content. Contains 24 references. (Author/WRM)

Preservice Mathematics Teachers' Experiences about Function and Equation Concepts

ERIC Educational Resources Information Center

Dede, Yuksel; Soybas, Danyal

2011-01-01

The purpose of this study is to determine the experience of mathematics preservice teachers related to function and equation concepts and the relations between them. Determining preservice mathematics teachers' understanding of function and equation concepts has great importance since it directly affects their future teaching careers. Data were…

Assessment of electrochemical concepts: a comparative study involving senior high-school students in Indonesia and Japan

NASA Astrophysics Data System (ADS)

Rahayu, Sri; Treagust, David F.; Chandrasegaran, A. L.; Kita, Masakazu; Ibnu, Suhadi

2011-07-01

Background and purpose: This study investigated Indonesian and Japanese senior high-school students' understanding of electrochemistry concepts. Sample The questionnaire was administered to 244 Indonesian and 189 Japanese public senior high-school students. Design and methods An 18-item multiple-choice questionnaire relating to five conceptual categories (reactions occurring during electrolysis, differences between electrolytic and voltaic cells, movement of ions in voltaic cells, poles in voltaic cells, voltaic cell reactions) was administered. Results The findings of this study show that difficulties and alternative conceptions previously reported in the literature are held equally by students from a developing and developed country, Indonesian and Japan respectively. Conclusions Collectively, the findings suggest that students' understanding of electrochemistry concepts is relatively weak. Students from both samples shared common difficulties and displayed several alternative conceptions dealing with electrolysis, electricity flow, the voltaic cell and the electrode reactions. Not surprisingly, the students displayed limited consistency in understanding of the concepts in the five categories. This study has implications for teaching and learning, particularly in classroom discussions using models and computer animations in order to reinforce understanding at the sub-microscopic level.

Concepts of illness in Icelandic children.

PubMed

Hansdottir, I; Malcarne, V L

1998-06-01

To investigate the development of illness concepts among healthy Icelandic children. Participants were 68 schoolchildren, 6-7, 10-11, and 14-15 years of age, and their parents. Cognitive developmental level and understanding of physical illness were assessed within a Piagetian framework. In addition, illness experience and illness behaviors (Child Illness Behavior Questionnaire) were assessed. Results were consistent with previous studies in that the development of illness concepts among Icelandic children was consistent with Piaget's theory of cognitive development. No relation was found between illness experience and understanding of illness. A more mature understanding of illness was related to willingness to report the onset of illness. The results suggest that findings from previous studies may be generalized to a broader population.

Banishing Bradford Pears

ERIC Educational Resources Information Center

Deaton, Cynthia; Cook, Michelle

2012-01-01

Role-play provides fifth-grade students with the opportunity to develop meaningful connections to environmental science concepts and understand how those concepts relate to their community. Role-play also builds students' communication skills and increases their understanding of the attitudes of science. By participating in role-play, teachers…

Calculus Students' Understanding of the Vertex of the Quadratic Function in Relation to the Concept of Derivative

ERIC Educational Resources Information Center

Burns-Childers, Annie; Vidakovic, Draga

2018-01-01

The purpose of this study was to gain insight into 30, first year calculus students' understanding of the relationship between the concept of vertex of a quadratic function and the concept of the derivative. APOS (action-process-object-schema) theory was applied as a guiding framework of analysis on student written work, think-aloud and follow up…

Effect of Inquiry-Based Computer Simulation Modeling on Pre-Service Teachers' Understanding of Homeostasis and Their Perceptions of Design Features

ERIC Educational Resources Information Center

Chabalengula, Vivien; Fateen, Rasheta; Mumba, Frackson; Ochs, Laura Kathryn

2016-01-01

This study investigated the effect of an inquiry-based computer simulation modeling (ICoSM) instructional approach on pre-service science teachers' understanding of homeostasis and its related concepts, and their perceived design features of the ICoSM and simulation that enhanced their conceptual understanding of these concepts. Fifty pre-service…

The complexity of teaching density in middle school

NASA Astrophysics Data System (ADS)

Hashweh, Maher Z.

2016-01-01

Background: Density is difficult to learn and teach in middle schools. This study, hypothesizing that the density concept develops as part of a conceptual system, used a conceptual change approach to teaching density. The approach emphasized the use of multiple strategies to teach the density concept and the associated concepts in the conceptual system. Purpose: This study assessed post-instructional understanding of different aspects of density in a sample of seventh grade students, examined the effectiveness of the multi-dimensional approach in teaching density, investigated the relations between prior student characteristics and their post-instructional understanding, and investigated if the concept of density develops as part of a conceptual system. Program description: In the first part of the study, student understanding of density was assessed in regular classrooms. In the second part, the investigator and a science teacher co-taught the density unit over a two-week period emphasizing relations between density, mass, volume, part-whole relations, and a scientific particulate conception of matter. A conceptual change approach was used which emphasized multiple representations of knowledge and the use of analogies. Sample: The sample in regular classes consisted of 1645 seventh graders in 51 schools in the West Bank, Palestine. The intervention group consisted of 29 students in one school. Design and methods: The post-instructional understanding of density in 51 regularly taught classrooms was assessed in the first part of the study using a pencil-and paper test. In the second part, a pre-test was used with the intervention group. Students in both parts of the study took the same post-test. Descriptive statistics were calculated to describe student performance. Comparison between pre-test and post-test performance of students in the intervention group was conducted using t-test and ANOVA. Correlations between pre-test sub-scores and post-test scores for students in the intervention class also were calculated. X2 was used to test for co-development of the density concept and other concepts using the different items of the post-test for all groups. Results: Student understanding of density was found poor after instruction, while the intervention had a moderate effect on understanding. Students who started with a basic understanding of some aspects of density gained more from the intervention. The density concept co-developed with the concept of volume and a particulate conception of matter. Conclusions: Teaching density as part of a conceptual system helps promote understanding of the concept. This requires the continuous development and refinement of a learning progression of density, volume, and the particulate nature of matter on the one hand, and an in-depth treatment while teaching the concept on the other hand.

How Do You Like Your Science, Wet or Dry? How Two Lab Experiences Influence Student Understanding of Science Concepts and Perceptions of Authentic Scientific Practice

ERIC Educational Resources Information Center

Munn, Maureen; Knuth, Randy; Van Horne, Katie; Shouse, Andrew W.; Levias, Sheldon

2017-01-01

This study examines how two kinds of authentic research experiences related to smoking behavior--genotyping human DNA (wet lab) and using a database to test hypotheses about factors that affect smoking behavior (dry lab)--influence students' perceptions and understanding of scientific research and related science concepts. The study used pre and…

Predicting fifth-grade students' understanding of ecological science concepts with motivational and cognitive variables

NASA Astrophysics Data System (ADS)

Alao, Solomon

The need to identify factors that contribute to students' understanding of ecological concepts has been widely expressed in recent literature. The purpose of this study was to investigate the relationship between fifth grade students' prior knowledge, learning strategies, interest, and learning goals and their conceptual understanding of ecological science concepts. Subject were 72 students from three fifth grade classrooms located in a metropolitan area of the eastern United States. Students completed the goal commitment, interest, and strategy use questionnaire (GISQ), and a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts. The learning goals scale assessed intentions to try to learn and understand ecological concepts. The interest scale assessed the feeling and value-related valences that students ascribed to science and ecological science concepts. The strategy use scale assessed the use of two cognitive strategies (monitoring and elaboration). The knowledge test assessed students' understanding of ecological concepts (the relationship between living organisms and their environment). Scores on all measures were examined for gender differences; no significant gender differences were observed. The motivational and cognitive variables contributed to students' understanding of ecological concepts. After accounting for interest, learning goals, and strategy use, prior knowledge accounted for 28% of the total variance in conceptual understanding. After accounting for prior knowledge, interest, learning goals, and strategy use explained 7%, 6%, and 4% of the total variance in conceptual understanding, respectively. More importantly, these variables were interrelated to each other and to conceptual understanding. After controlling for prior knowledge, learning goals, and strategy use, interest did not predict the variance in conceptual understanding. After controlling for prior knowledge, interest, and strategy use, learning goals did not predict the variance in conceptual understanding. And, after controlling for prior knowledge, interest, and learning goals, strategy use did not predict the variance in conceptual understanding. Results of this study indicated that prior knowledge, interest, learning goals, and strategy use should be included in theoretical models design to explain and to predict fifth grade students' understanding of ecological concepts. Results of this study further suggested that curriculum developers and science teachers need to take fifth grade students' prior knowledge of ecological concepts, interest in science and ecological concepts; intentions to learn and understand ecological concepts, and use of cognitive strategies into account when designing instructional contexts to support these students' understanding of ecological concepts.

Positive movement experiences: approaching the study of athletic participation, exercise, and leisure activity through relational developmental systems theory and the concept of embodiment.

PubMed

Agans, Jennifer P; Säfvenbom, Reidar; Davis, Jacqueline L; Bowers, Edmond P; Lerner, Richard M

2013-01-01

Exercise and athletic participation are widely recognized as important aspects of healthy lifestyles and human development; yet most of the research on youth athletic participation, exercise, and leisure activity has not yet adopted a theoretical framework useful for understanding the development of individual engagement with these movement contexts. In order to gain an adequate understanding of the developmental experiences of involvement in movement contexts, understanding the role of the active individual and the mutually influential relations between individual and context are important. In this chapter, we present a new approach to the study of involvement in movement contexts, using relational developmental systems theory and the concept of embodiment to forward the idea of positive movement experiences (PMEs). The concept of PMEs may facilitate better understanding of involvement in movement contexts as a fundamental component of human life in general, and of youth development in particular.

Moving Beyond 'Aging In Place' to Understand Migration and Aging: Place Making and the Centrality Of Occupation.

PubMed

Johansson, Karin; Rudman, Debbie Laliberte; Mondaca, Margarita; Park, Melissa; Luborsky, Mark; Josephsson, Staffan; Asaba, Eric

2013-04-01

'Aging in place' has become a key conceptual framework for understanding and addressing place within the aging process. However, aging in place has been critiqued for not sufficiently providing tools to understand relations or transactions between aging and place, and for not matching the diversity of contemporary society in which people are moving between and across nations more than ever before. In this article, the authors draw from concepts of place and migration that are becoming increasingly visible in occupational science. The concept of 'aging in place' is critically examined as an example of an ideal where the understanding of place is insufficiently dynamic in a context of migration. The authors suggest that the concept of place making can instead be a useful tool to understand how occupation can be drawn upon to negotiate relationships that connect people to different places around the world, how the negotiated relations are embedded within the occupations that fill daily lives, and how this process is contextualized and enacted in relation to resources and capabilities.

Moving Beyond ‘Aging In Place’ to Understand Migration and Aging: Place Making and the Centrality Of Occupation

PubMed Central

Johansson, Karin; Rudman, Debbie Laliberte; Mondaca, Margarita; Park, Melissa; Luborsky, Mark; Josephsson, Staffan; Asaba, Eric

2014-01-01

‘Aging in place’ has become a key conceptual framework for understanding and addressing place within the aging process. However, aging in place has been critiqued for not sufficiently providing tools to understand relations or transactions between aging and place, and for not matching the diversity of contemporary society in which people are moving between and across nations more than ever before. In this article, the authors draw from concepts of place and migration that are becoming increasingly visible in occupational science. The concept of ‘aging in place’ is critically examined as an example of an ideal where the understanding of place is insufficiently dynamic in a context of migration. The authors suggest that the concept of place making can instead be a useful tool to understand how occupation can be drawn upon to negotiate relationships that connect people to different places around the world, how the negotiated relations are embedded within the occupations that fill daily lives, and how this process is contextualized and enacted in relation to resources and capabilities. PMID:25568623

Maturation of the Concept of Death in Elementary School Children.

ERIC Educational Resources Information Center

Townley, Kim; Thornburg, Kathy R.

1980-01-01

A structured interview was used to ascertain the level of understanding of the concept of death in 52 elementary school children. Data analysis showed sex, religious affilation, and the death of a close relative had little or no relationship to the level of understanding of death. (Author/RL)

Teaching through Trade Books: You Light up My Life

ERIC Educational Resources Information Center

Royce, Christine Anne

2016-01-01

The abstract nature of physical science concepts often means that they are the most challenging for elementary students to grasp. Understanding how light behaves allows students to form a foundation for their future understanding. This month's trade books and activities engage students in basic concepts related to light.

Helping Students with Mathematics Difficulties Understand Ratios and Proportions

ERIC Educational Resources Information Center

Dougherty, Barbara; Bryant, Diane Pedrotty; Bryant, Brian R.; Shin, Mikyung

2016-01-01

Ratios and proportions are foundational to student understanding across multiple topics in mathematics and science. In mathematics, they are central to developing concepts and skills related to slope, constant rate of change, and similar figures, which are all fundamental to algebraic concepts and skills. This article examines the importance of…

Students' Conceptions about Energy and the Human Body

ERIC Educational Resources Information Center

Mann, Michael; Treagust, David F.

2010-01-01

Students' understanding of energy has been primarily within the domain of physics. This study sought to examine students' understanding of concepts relating to energy and the human body using pencil and paper questionnaires administered to 610 students in Years 8-12. From students' responses to the questionnaires, conceptual patterns were…

Using Concept Maps to Show "Connections" in Measurement: An Example from the Australian Curriculum

ERIC Educational Resources Information Center

Marshman, Margaret

2014-01-01

Within the "Australian Curriculum: Mathematics" the Understanding proficiency strand states, "Students build understanding when they connect related ideas, when they represent concepts in different ways, when they identify commonalities and differences between aspects of content, when they describe their thinking mathematically and…

Reducing Abstraction When Learning Graph Theory

ERIC Educational Resources Information Center

Hazzan, Orit; Hadar, Irit

2005-01-01

This article presents research on students' understanding of basic concepts in Graph Theory. Students' understanding is analyzed through the lens of the theoretical framework of reducing abstraction (Hazzan, 1999). As it turns out, in spite of the relative simplicity of the concepts that are introduced in the introductory part of a traditional…

Identifying Students Difficulties in Understanding Concepts Pertaining to Cell Water Relations: An Exploratory Study.

ERIC Educational Resources Information Center

Friedler, Y.; And Others

This study identified students' conceptual difficulties in understanding concepts and processes associated with cell water relationships (osmosis), determined possible reasons for these difficulties, and pilot-tested instruments and research strategies for a large scale comprehensive study. Research strategies used included content analysis of…

Concept Map Engineering: Methods and Tools Based on the Semantic Relation Approach

ERIC Educational Resources Information Center

Kim, Minkyu

2013-01-01

The purpose of this study is to develop a better understanding of technologies that use natural language as the basis for concept map construction. In particular, this study focuses on the semantic relation (SR) approach to drawing rich and authentic concept maps that reflect students' internal representations of a problem situation. The…

High School Students' Understandings of Diffusion Concepts in Relation to Their Levels of Cognitive Development.

ERIC Educational Resources Information Center

Odom, A. Louis; Settlage, John

The concept of diffusion may seem easy enough for many teachers to understand, but when and what do students really understand about diffusion and osmosis? In order to answer these two questions, 116 students (46.6% in the tenth grade, 30.2% in the eleventh grade, and 23.2% in the twelfth grade) enrolled in biology classes were administered tests…

Calculus students' understanding of the vertex of the quadratic function in relation to the concept of derivative

NASA Astrophysics Data System (ADS)

Burns-Childers, Annie; Vidakovic, Draga

2018-07-01

The purpose of this study was to gain insight into 30, first year calculus students' understanding of the relationship between the concept of vertex of a quadratic function and the concept of the derivative. APOS (action-process-object-schema) theory was applied as a guiding framework of analysis on student written work, think-aloud and follow up group interviews. Students' personal meanings of the vertex, including misconceptions, were explored, along with students' understanding to solve problems pertaining to the derivative of a quadratic function. Results give evidence of students' weak schema of the vertex, lack of connection between different problem types and the importance of linguistics in relation to levels of APOS theory. A preliminary genetic decomposition was developed based on the results. Future research is suggested as a continuation to improve student understanding of the relationship between the vertex of quadratic functions and the derivative.

Children's strategies to solving additive inverse problems: a preliminary analysis

NASA Astrophysics Data System (ADS)

Ding, Meixia; Auxter, Abbey E.

2017-03-01

Prior studies show that elementary school children generally "lack" formal understanding of inverse relations. This study goes beyond lack to explore what children might "have" in their existing conception. A total of 281 students, kindergarten to third grade, were recruited to respond to a questionnaire that involved both contextual and non-contextual tasks on inverse relations, requiring both computational and explanatory skills. Results showed that children demonstrated better performance in computation than explanation. However, many students' explanations indicated that they did not necessarily utilize inverse relations for computation. Rather, they appeared to possess partial understanding, as evidenced by their use of part-whole structure, which is a key to understanding inverse relations. A close inspection of children's solution strategies further revealed that the sophistication of children's conception of part-whole structure varied in representation use and unknown quantity recognition, which suggests rich opportunities to develop students' understanding of inverse relations in lower elementary classrooms.

Discovering and understanding the vector field using simulation in android app

NASA Astrophysics Data System (ADS)

Budi, A.; Muliyati, D.

2018-05-01

An understanding of vector field’s concepts are fundamental parts of the electrodynamics course. In this paper, we use a simple simulation that can be used to show qualitative imaging results as a variation of the vector field. Android application packages the simulation with consideration of the efficiency of use during the lecture. In addition, this simulation also trying to cover the divergences and curl concepts from the same conditions that students have a complete understanding and can distinguish concepts that have been described only mathematically. This simulation is designed to show the relationship between the field magnitude and its potential. This application can show vector field simulations in various conditions that help to improve students’ understanding of vector field concepts and their relation to particle existence around the field vector.

Early Understanding of the Concept of Living Things: An Examination of Young Children's Drawings of Plant Life

ERIC Educational Resources Information Center

Villarroel, José Domingo; Infante, Guillermo

2014-01-01

This paper looks at the drawings of a sample of 118 children aged between 4 and 7 years old on the topic of plant life and relates the content to their knowledge of the concept of living things. The research project uses two types of tests: a task to analyse the level of understanding of the concept of living things and a free drawing activity.…

["Chemistry of Concepts”and “Historical Sense”. On Philosophical Concept Formation].

PubMed

Blättler, Christine

2015-06-01

"Chemistry of Concepts" and "Historical Sense". On Philosophical Concept Formation. The question concerning concepts and their relations to objects and words has had a long and controversial history. Recently, it is challenged by an anew turn towards objects and an emphasized object-oriented ontology. The article argues that one reason for this is the reduction of concepts towards pure rational constructions and offers arguments for alternative understandings. In this context, the article proposes a re-reading of Nietzsche's particular approach and shows that Nietzsche's thought is decisively shaped by the sciences of his time, especially physiology and chemistry. Before the background of the recent increase in research interest on Nietzsche and the sciences the article examines place and function of the sciences related to the genealogy and justification of concepts. Opposing a strong naturalist reading it makes a plea for understanding Nietzsche's epistemological critique concerning concepts systematically as a triple one: philological, physiological, and historical. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Children's Development of Concepts Related to Country and Nationality: A Canadian Perspective.

ERIC Educational Resources Information Center

Brown, James A.

1980-01-01

Canadian children follow an apparent sequence in the development of a concept of nationality from a verbal level of understanding of geographical relationships (beginning about age six), to an ability to demonstrate spatial relationships, then to an understanding of one's nationality, at about age 10. There are important educational implications.…

Effect of Instruction Based on Conceptual Change Activities on Students' Understanding of Static Electricity Concepts

ERIC Educational Resources Information Center

Baser, Mustafa; Geban, Omer

2007-01-01

This study was conducted to investigate the effectiveness of learning activities based on conceptual change conditions and traditionally designed physics instruction on tenth-grade students' understanding of static electricity concepts and their attitudes toward physics as a school subject. Misconceptions related to static electricity concepts…

Determination of Factors Related to Students' Understandings of Heat, Temperature and Internal Energy Concepts

ERIC Educational Resources Information Center

Gurcay, Deniz; Gulbas, Etna

2018-01-01

The purpose of this research is to investigate the relationships between high school students' learning approaches and logical thinking abilities and their understandings of heat, temperature and internal energy concepts. Learning Approach Questionnaire, Test of Logical Thinking and Three-Tier Heat, Temperature and Internal Energy Test were used…

Rural Elementary Students' Understanding of Science and Agricultural Education Benchmarks Related to Meat and Livestock.

ERIC Educational Resources Information Center

Meischen, Deanna L.; Trexler, Cary J.

2003-01-01

Seven fifth-graders developed concept maps depicting their knowledge of meat product development. Despite their rural background, they lacked understanding of agriculture concepts and had mixed knowledge of agricultural literacy benchmarks concerning food products. Their language did not reflect scientific terminology in the benchmarks. (Contains…

Diagnosing Students' Understanding of Energy and Its Related Concepts in Biological Context

ERIC Educational Resources Information Center

Chabalengula, Vivien Mweene; Sanders, Martie; Mumba, Frackson

2012-01-01

This study diagnosed the understanding about energy and biological-context energy concepts held by 90 first-year South African university biology students. In particular, students' explanations of energy in a biological context, how energy is involved in different biological situations and whether energy is present and what types of energy are…

Representational Classroom Practices that Contribute to Students' Conceptual and Representational Understanding of Chemical Bonding

ERIC Educational Resources Information Center

Hilton, Annette; Nichols, Kim

2011-01-01

Understanding bonding is fundamental to success in chemistry. A number of alternative conceptions related to chemical bonding have been reported in the literature. Research suggests that many alternative conceptions held by chemistry students result from previous teaching; if teachers are explicit in the use of representations and explain their…

Dynamic Diversity: Toward a Contextual Understanding of Critical Mass

ERIC Educational Resources Information Center

Garces, Liliana M.; Jayakumar, Uma M.

2014-01-01

Through an analysis of relevant social science evidence, this article provides a deeper understanding of critical mass, a concept that has become central in litigation efforts related to affirmative action admissions policies that seek to further the educational benefits of diversity. We demonstrate that the concept of critical mass requires an…

Understanding Gravity: The Role of a School Visit to a Science Centre

ERIC Educational Resources Information Center

Lelliott, Anthony

2014-01-01

This paper examines the knowledge construction processes involved when grades 7 and 8 South African students learnt about the concept of gravity while visiting an astronomy-related science centre. The literature on students' understanding of gravity identifies a number of alternative conceptions prevalent, several of which are mirrored in this…

Relationship Power in the Context of Heterosexual Intimate Relationships: A Conceptual Development.

PubMed

Halstead, Valerie; De Santis, Joseph; Williams, Jessica

2016-01-01

Various theoretical frameworks have been utilized while examining the concept of relationship power. In addition, the conceptual definition and operational use are inconsistent throughout literature. A concept analysis was conducted on the basis of the guidelines provided by Walker and Avant. The proposed definition of relationship power is the relative, perceived, and actual ability to influence a relationship partner. Antecedents, attributes, and consequences are presented. Because of the various adverse outcomes related to relationship power (eg, intimate partner violence, depression), an understanding of this concept is essential. Furthermore, a clear understanding is needed to advance nursing knowledge, leading to future research and theory development.

What Undergraduates Misunderstand about Stem Cell Research

NASA Astrophysics Data System (ADS)

Halverson, Kristy Lynn; Freyermuth, Sharyn K.; Siegel, Marcelle A.; Clark, Catharine G.

2010-11-01

As biotechnology-related scientific advances, such as stem cell research (SCR), are increasingly permeating the popular media, it has become ever more important to understand students' ideas about this issue. Very few studies have investigated learners' ideas about biotechnology. Our study was designed to understand the types of alternative conceptions students hold concerning SCR. The qualitative research design allowed us to examine college students' understandings about stem cells and SCR. More specifically, we addressed the following questions: How can alternative conceptions about stem cell topics be categorized? What types of alternative conceptions are most common? Participants included 132 students enrolled in a biotechnology course that focused on the scientific background of biotechnology applications relevant to citizens. In this study, we used an inductive approach to develop a taxonomy of alternative ideas about SCR by analyzing student responses to multiple open-ended data sources. We identified five categories of conceptions: alternative conceptions about what, alternative conceptions about how, alternative conceptions about medical potential, terminology confusion, and political and legal alternative conceptions. In order to improve instruction, it is important to understand students' ideas when entering the classroom. Our findings highlight a need to teach how science can be applied to societal issues and improve science literacy and citizenship.

Conquest or Reconquest? Students' Conceptions of Nation Embedded in a Historical Narrative

ERIC Educational Resources Information Center

Lopez, Cesar; Carretero, Mario; Rodriguez-Moneo, Maria

2015-01-01

This article focuses on university students' understanding of the concept of nation. First an analysis of this concept from a historiographical point of view is presented. This allows for distinguishing between different conceptions of the nation related to 3 main approaches: the romantic, the modernist, and the ethnosymbolic approaches. Based on…

Struggling to understand abstract science topics: a Roundhouse diagram-based study

NASA Astrophysics Data System (ADS)

Ward, Robin E.; Wandersee, James H.

2002-06-01

This study explored the effects of Roundhouse diagram construction on a previously low-performing middle school science student's struggles to understand abstract science concepts and principles. It is based on a metacognition-based visual learning model proposed by Wandersee in 1994. Ward and Wandersee introduced the Roundhouse diagram strategy and showed how it could be applied in science education. This article aims at elucidating the process by which Roundhouse diagramming helps learners bootstrap their current understandings to reach the intended meaningful understanding of complex science topics. The main findings of this study are that (a) it is crucial that relevant prior knowledge and dysfunctional alternative conceptions not be ignored during new learning if low-performing science students are to understand science well; (b) as the student's mastery of the Roundhouse diagram construction improved, so did science achievement; and (c) the student's apt choice of concept-related visual icons aided progress toward meaningful understanding of complex science concepts.

"Everything Flows and Nothing Stays": How Students Make Sense of the Historical Concepts of Change, Continuity and Development

ERIC Educational Resources Information Center

Blow, Frances

2011-01-01

First order knowledge and understanding, relating to the "stuff" of history, is, of course, absolutely fundamental to the development of children's historical knowledge and understanding. However, as Frances Blow shows, in a contribution to a series of articles exploring second order concepts in history published in Teaching History by…

Design of Tasks for Online Assessment That Supports Understanding of Students' Conceptions

ERIC Educational Resources Information Center

Yerushalmy, Michal; Nagari-Haddif, Galit; Olsher, Shai

2017-01-01

In the present study, we ask whether and how online assessment can inform teaching about students' understanding of advanced concepts. Our main goal is to illustrate how we study design of tasks that support reliable online formative assessment by automatically analyzing the objects and relations that characterize the students' submissions. We aim…

Understanding the Nernst Equation and Other Electrochemical Concepts: An Easy Experimental Approach for Students

ERIC Educational Resources Information Center

Vidal-Iglesias, Francisco J.; Solla-Gullon, Jose; Rodes, Antonio; Herrero, Enrique; Aldaz, Antonio

2012-01-01

The goal of the present laboratory experiment is to deepen the understanding of the Nernst equation and some other concepts that are essential in electrochemistry. In this practical laboratory session, students first learn that the equilibrium potential of an electrode is related to the difference between two equilibrium inner electric potentials…

Multiple Perceptions of Science Concepts: A Qualitative Study in a Swamp.

ERIC Educational Resources Information Center

Hulland, Carol Marie

This study focuses on how students make sense of and understand concepts related to the study of a wetland. The analyses of students' talk and drawings recorded during a 2-week wetland unit were divided into two levels. The first level examined students' understandings and explored student traits that contributed to a clear, stable understanding…

The Development of Metaphor Comprehension.

ERIC Educational Resources Information Center

Broderick, Victor K.

A study to investigate the development of children's ability to relate concepts and thus understand metaphors by examining their performance on three concept-relating tasks is reported. Abstract-metaphoric, concrete-metaphoric, and literal taxonomic relationships were embedded in an analogy-like binary choice task. In this type of task, the…

Piaget's Clay and Descartes' Wax.

ERIC Educational Resources Information Center

Jardine, David W.

1988-01-01

Exploration of a coincidental similarity between the work of Rene Descartes and Jean Piaget relating to the contemporary pedagogical conception of understanding as an active construction of reality points out some of the images that coalesce around this conception and reflects upon alternatives to the conception. (CB)

Functions and Relations: Some Applications from Database Management for the Teaching of Classroom Mathematics.

ERIC Educational Resources Information Center

Hauge, Sharon K.

While functions and relations are important concepts in the teaching of mathematics, research suggests that many students lack an understanding and appreciation of these concepts. The present paper discusses an approach for teaching functions and relations that draws on the use of illustrations from database management. This approach has the…

Teaching and Learning the Concept of Chemical Bonding

ERIC Educational Resources Information Center

Levy Nahum, Tami; Mamlok-Naaman, Rachel; Hofstein, Avi; Taber, Keith S.

2010-01-01

Chemical bonding is one of the key and basic concepts in chemistry. The learning of many of the concepts taught in chemistry, in both secondary schools as well as in the colleges, is dependent upon understanding fundamental ideas related to chemical bonding. Nevertheless, the concept is perceived by teachers, as well as by learners, as difficult,…

The Effective Concepts on Students' Understanding of Chemical Reactions and Energy

ERIC Educational Resources Information Center

Ayyildiz, Yildizay; Tarhan, Leman

2012-01-01

The purpose of this study was to determine the relationship between the basic concepts related to the unit of "Chemical Reactions and Energy" and the sub-concepts underlying for meaningful learning of the unit and to investigate the effectiveness of them on students' learning achievements. For this purpose, the basic concepts of the unit…

Influence of Cultural Belief and Values on Secondary School Students' Understanding of Atmospheric Related Physics Concepts

ERIC Educational Resources Information Center

Bello, Theodora Olufunke

2015-01-01

The study identified the different cultural concepts that secondary school students' believe in and determined the belief and idea of students about the cultural concepts. It also investigated students' source of information about the cultural concepts and determined the influence of these cultural believes on students' academic performance in…

International Military Cooperation: From Concepts to Constructs

ERIC Educational Resources Information Center

D'Orazio, Vito

2013-01-01

International cooperation on issues of security is a central concept in many theoretical debates in international relations. This dissertation is an attempt to lay the foundation for measuring military cooperation and understanding the forces brought forth through its expansion. The central notion is that the set of policies related to military…

Brief Report: Investigating Relations between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder

ERIC Educational Resources Information Center

McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie

2018-01-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…

A Cross-Age Study of an Understanding of Light and Sight Concepts in Physics

ERIC Educational Resources Information Center

Uzun, Salih; Alev, Nedim; Karal, Isik Saliha

2013-01-01

The aim of this study is to reveal the students' and pre-service teachers' understanding of light, sight and related concepts at different educational levels, from primary to higher education. A cross-sectional approach was used since the participants were of different age and educational level. The sample of this study consisted of 30 eighth…

Students' Understanding and Application of the Area under the Curve Concept in Physics Problems

ERIC Educational Resources Information Center

Nguyen, Dong-Hai; Rebello, N. Sanjay

2011-01-01

This study investigates how students understand and apply the area under the curve concept and the integral-area relation in solving introductory physics problems. We interviewed 20 students in the first semester and 15 students from the same cohort in the second semester of a calculus-based physics course sequence on several problems involving…

Development of a Student-Centered Instrument to Assess Middle School Students' Conceptual Understanding of Sound

ERIC Educational Resources Information Center

Eshach, Haim

2014-01-01

This article describes the development and field test of the Sound Concept Inventory Instrument (SCII), designed to measure middle school students' concepts of sound. The instrument was designed based on known students' difficulties in understanding sound and the history of science related to sound and focuses on two main aspects of sound: sound…

The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding of Chemical Equilibrium Concepts

ERIC Educational Resources Information Center

Bilgin, Ibrahim; Geban, Omer

2006-01-01

The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade…

Thematization of Derivative Schema in University Students: Nuances in Constructing Relations between a Function's Successive Derivatives

ERIC Educational Resources Information Center

Fuentealba, Claudio; Sánchez-Matamoros, Gloria; Badillo, Edelmira; Trigueros, María

2017-01-01

This study is part of a more extensive research project that addresses the understanding of the derivative concept in university students with prior instruction in differential calculus. In particular, we focus on the analysis of students' responses to a sequence of tasks that require a high level of understanding of the concept, and complement…

Using Concept Maps as Instructional Materials to Foster the Understanding of the Atomic Model and Matter-Energy Interaction

ERIC Educational Resources Information Center

Aguiar, Joana G.; Correia, Paulo R. M.

2016-01-01

In this paper, we explore the use of concept maps (Cmaps) as instructional materials prepared by teachers, to foster the understanding of chemistry. We choose fireworks as a macroscopic event to teach basic chemical principles related to the Bohr atomic model and matter-energy interaction. During teachers' Cmap navigation, students can experience…

Exploring children's understanding of death: through drawings and the Death Concept Questionnaire.

PubMed

Bonoti, Fotini; Leondari, Angeliki; Mastora, Adelais

2013-01-01

To investigate whether children's understanding of the concept of death varies as a function of death experience and age, 52 children aged 7, 9, and 11 years (26 had a personal death experience), drew a picture reflecting the meaning of the word death and completed the Death Concept Questionnaire for examination of Human and Animal Death. The results showed that the 2 methodological tools used offered complementary information and that children's understanding of death is related both to age and past experience. Children with death experience seem to have a more realistic understanding of death than their inexperienced age-mates. As regards to the effect of age, our findings support the assumption that the different components of death develop through different processes.

High School Intervention for Influenza Biology and Epidemics/Pandemics: Impact on Conceptual Understanding among Adolescents

PubMed Central

Hasni, Abdelkrim

2009-01-01

Understanding real-life issues such as influenza epidemiology may be of particular interest to the development of scientific knowledge and initiation of conceptual changes about viruses and their life cycles for high school students. The goal of this research project was to foster the development of adolescents' conceptual understanding of viruses and influenza biology. Thus, the project included two components: 1) pre- and posttests to determine students' conceptions about influenza biology, epidemics/pandemics, and vaccination; and 2) design an intervention that supports conceptual change to promote improvements in influenza knowledge based on these primary conceptions. Thirty-five female students from a high school biology class participated in a series of instructional activities and pre- and posttest assessments. Results from the pretest indicated that high school students exhibit a limited understanding of concepts related to viruses. Six weeks after an intervention that promoted active learning, results from a posttest showed that conceptions about influenza are more accurately related to the provided scientific knowledge. Although adolescents have nonscientific models to explain influenza biology, we showed that a carefully designed intervention can affect students' knowledge as well as influence the implementation of health education programs in secondary schools. PMID:19255137

Grade Level Differences in High School Students' Conceptions of and Motives for Learning Science

NASA Astrophysics Data System (ADS)

Wang, Ya-Ling; Tsai, Chin-Chung

2017-08-01

Students' conceptions of learning science and their relations with motive for learning may vary as the education level increases. This study aimed to compare the quantitative patterns in students' conceptions of learning science (COLS) and motives for learning science (MLS) across grade levels by adopting two survey instruments. A total of 768 high school students were surveyed in Taiwan, including 204 eighth graders, 262 tenth graders, and 302 12th graders. In the current research, memorizing, testing, and calculating and practicing were categorized as reproductive conceptions of learning science, while increase of knowledge, applying, understanding and seeing-in-a-new-way were regarded as constructivist conceptions. The results of multivariate analyses of variance (MANOVA) revealed that conceptions of learning science are more constructivist as education level increases. Both tenth graders and 12th graders endorsed understanding, seeing-in-a-new-way, and the constructivist COLS composite more strongly than the eighth graders did. In addition, the results of multigroup structural equation modeling (SEM) analysis indicated that the positive relations between testing and reproductive COLS were stronger as the grade level increased, while the negative relations between reproductive COLS and deep motive were tighter with the increase in grade level.

[The concept of well-being in the workplace].

PubMed

Grosjean, Vincent

2014-11-01

The concept of wellbeing in the workplace. The concept of wellbeing in the workplace has been highlighted in different countries to promote actions relating to occupational health. Theories arising from positive psychology help to improve understanding of the issues surrounding wellbeing at work, notably in the framework of team management.

Relations between Representational Consistency, Conceptual Understanding of the Force Concept, and Scientific Reasoning

ERIC Educational Resources Information Center

Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

2012-01-01

Previous physics education research has raised the question of "hidden variables" behind students' success in learning certain concepts. In the context of the force concept, it has been suggested that students' reasoning ability is one such variable. Strong positive correlations between students' preinstruction scores for reasoning…

Exploring positioning as an analytical tool for understanding becoming mathematics teachers' identities

NASA Astrophysics Data System (ADS)

Skog, Kicki; Andersson, Annica

2015-03-01

The aim of this article is to explore how a sociopolitical analysis can contribute to a deeper understanding of critical aspects for becoming primary mathematics teachers' identities during teacher education. The question we ask is the following: How may power relations in university settings affect becoming mathematics teachers' subject positioning? We elaborate on the elusive and interrelated concepts of identity, positioning and power, seen as dynamic and changeable. As these concepts represent three interconnected parts of research analysis in an on-going larger project data from different sources will be used in this illustration. In this paper, we clarify the theoretical stance, ground the concepts historically and strive to connect them to research analysis. In this way, we show that power relations and subject positioning in social settings are critical aspects and need to be taken seriously into account if we aim at understanding becoming teachers' identities.

Kinetic chains: a review of the concept and its clinical applications.

PubMed

Karandikar, Ninad; Vargas, Oscar O Ortiz

2011-08-01

During the past decade, our understanding of biomechanics and its importance in rehabilitation has advanced significantly. The kinetic chain, a concept borrowed from engineering, has helped us better understand the underlying physiology of human movement. This understanding, in turn, has facilitated the development of new and more rational rehabilitation strategies. The kinetic chain concept has application in a wide spectrum of clinical conditions, including musculoskeletal medicine, sports medicine, and neurorehabilitation, as well as prosthetics and orthotics. The purpose of this review is to provide insights into the biomechanics related to the concept of kinetic chains, with a specific focus on closed kinetic chains and its clinical applications in rehabilitation. Copyright © 2011 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

[The concept of "understanding" (Verstehen) in Karl Jaspers].

PubMed

Villareal, Helena; Aragona, Massimiliano

2014-01-01

This article explores the relationship between empathy and psychopathology. It deals with the concept of "understanding" in Jaspers' General Psychopathology, 100 years after the publication of its first edition. The Jaspersian proposal has the person and his/her experience as its primary object of study, just as in Ortegas' vital reason. Jaspers' understanding is not rational but empathetic, based on the co-presence of emotional content and detailed descriptions. Jaspers' methodology is essentially pluralistic, considering both explanation and understanding, necessary for psychopathology. Despite certain limits, the concept of understanding is the backbone of the psychopathological reasoning, and has proven useful over a century of clinical practice. However, it needs a review covering the recent epistemological and clinical findings. "To be understandable" is a relational property that emerges from a semiotic process. Therefore, an effective psychology should encompass an inter-subjective process, and get away from strict rationalism.

Relational autonomy in informed consent (RAIC) as an ethics of care approach to the concept of informed consent.

PubMed

Osuji, Peter I

2018-03-01

The perspectives of the dominant Western ethical theories, have dominated the concepts of autonomy and informed consent for many years. Recently this dominant understanding has been challenged by ethics of care which, although, also emanates from the West presents a more nuanced concept: relational autonomy, which is more faithful to our human experience. By paying particular attention to relational autonomy, particularity and Process approach to ethical deliberations in ethics of care, this paper seeks to construct a concept of informed consent from the perspective of ethics of care which is here called relational autonomy-in-informed consent (RAIC). Thus, providing a broader theoretical basis for informed consent beyond the usual theoretical perspectives that are particularly Western. Care ethics provides such a broader basis because it appeals to a global perspective that encompasses lessons from other cultures, and this will help to enrich the current ideas of bioethics principles of autonomy and informed consent. This objective will be achieved by exploring the ethics of care emphasis on relationships based on a universal experience of caring; and by contrasting its concept of autonomy as relational with the understanding of autonomy in the approaches of the dominant moral theories that reflect rational, individualistic, and rights-oriented autonomy of the American liberalism.

Identifying the Concept "Fraction" of Primary School Students: The Investigation in Vietnam

ERIC Educational Resources Information Center

Loc, Nguyen Phu; Tong, Duong Huu; Chau, Phan Thai

2017-01-01

In Vietnam, primary school students explicitly learn the concept of fraction in Grade 4 and 5. Because this concept is introduced to them intuitionally, it is difficult for them to understand and apply it. Base on this point, we believe that the students will commit many errors when solving exercises related to this concept. The survey of 478…

Hot Brakes and Energy-Related Concepts: Is Energy Lost?

ERIC Educational Resources Information Center

Lopez, V.; Pinto, R.

2012-01-01

This paper describes a secondary school experience which is intended to help students to think profoundly about some energy-related concepts. It is quite different to other experiences of mechanics because the focus is not on the quantitative calculation of energy conservation but on the qualitative understanding of energy degradation. We first…

Exploring the Development of Conceptual Ecologies: Communities of Concepts Related to Convection and Heat.

ERIC Educational Resources Information Center

Jones, M. Gail; Carter, Glenda; Rua, Melissa J.

2000-01-01

Examines the relationships and development of communities of concepts related to heat and convection among fifth grade students. Discusses the influence of familial and cultural experiences on conceptual development as well as the extent to which competing phenomena affect the development of new conceptual understandings. (Contains 49 references.)…

Implications of the Concept of the Schema for Public Relations.

ERIC Educational Resources Information Center

Schneider, Larissa A.

Understanding the cognitive principles inherent in schematic concepts can enhance the practice of fundamental public relations activities. Schemata dictate what information will be attended to, what interpretations will be made of it, and how it will be remembered. Both self-schemata and other-schemata help individuals organize and interpret their…

Threshold Concepts in Higher Education: A Synthesis of the Literature Relating to Measurement of Threshold Crossing

ERIC Educational Resources Information Center

Nicola-Richmond, Kelli; Pépin, Geneviève; Larkin, Helen; Taylor, Charlotte

2018-01-01

In relation to teaching and learning approaches that improve student learning outcomes, threshold concepts have generated substantial interest in higher education. They have been described as "portals" that lead to a transformed way of understanding or thinking, enabling learners to progress, and have been enthusiastically adopted to…

Etymology as an Aid to Understanding Chemistry Concepts

NASA Astrophysics Data System (ADS)

Sarma, Nittala S.

2004-10-01

Recognition of word roots and the pattern of evolution of scientific terms can be helpful in understanding chemistry concepts (gaining knowledge of new concepts represented by related terms). The meaning and significance of various etymological roots, occurring as prefixes and suffixes in technical terms particularly of organic chemistry, are explained in a unified manner in order to show the connection of various concepts vis à vis the terms in currency. The meanings of some special words and many examples are provided. The interesting aspects of history and culture often involved in the evolution of terms will help sustain an abiding engagement in the study of chemistry.

Conceptual Change about Outer Space: How Does Informal Training Combined with Formal Teaching Affect Seventh Graders' Understanding of Gravitation?

ERIC Educational Resources Information Center

Frappart, Sören; Frède, Valérie

2016-01-01

Concepts relating to outer space are difficult to grasp because we lack direct experience of this environment. We analysed students' understanding of gravitation on Earth and beyond by testing the effect of training on it. In a pretest (T1), 28 seventh graders answered a questionnaire about space concepts. They all then underwent the same formal…

Nature of Science and Science Content Learning: The Relation between Students' Nature of Science Understanding and Their Learning about the Concept of Energy

ERIC Educational Resources Information Center

Michel, Hanno; Neumann, Irene

2016-01-01

Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a…

Inquiry to Action: Diagnosing and Addressing Students' Relational Thinking About the Equal Sign

ERIC Educational Resources Information Center

Harbour, Kristin E.; Karp, Karen S.; Lingo, Amy S.

2016-01-01

One area of algebraic thinking essential for students' success is a relational understanding of the equal sign. Research has indicated a positive correlation between students' relational understanding of the equal sign and their equation-solving performance, suggesting that students' early conception of the equal sign may affect their learning and…

Understanding Mathematic Concept in Relation and Function Method through Active Learning Type Group to Group Distributed LKS

NASA Astrophysics Data System (ADS)

Kudri, F.; Rahmi, R.; Haryono, Y.

2018-04-01

This research is motivated by the lack of understanding of mathematical concepts students and teachers have not familiarize students discussed in groups. This researchaims to determine whether an understanding of mathematical concepts junior class VIII SMPN 2 in Ranah Batahan Kabupaten Pasaman Barat by applying active learning strategy group to group types with LKS better than conventional learning. The type of research is experimental the design of randomized trials on the subject. The population in the study were all students VIII SMPN 2 Ranah Batahan Kabupaten Pasaman Barat in year 2012/2013 which consists of our class room experiment to determine the grade and control class with do nerandomly, so that classes VIII1 elected as a experiment class and class VIII4 as a control class. The instruments used in the test empirically understanding mathematical concepts are shaped by the essay with rt=0,82 greater than rt=0,468 means reliable tests used. The data analysis technique used is the test with the help of MINITAB. Based on the results of the data analisis known that both of the sample are normal and homogenity in real rate α = 0,05, so the hypothesis of this research is received. So, it can be concluded students’ understanding mathematical concept applied the active Group to Group learning strategy with LKS is better than the students’ understanding mathematical concept with Conventional Learning.

Symptoms and beyond: Self-concept among sexually assaulted women.

PubMed

Keshet, Hadar; Gilboa-Schechtman, Eva

2017-09-01

The unique characteristics of sexual assault (SA)-a toxic mix of an interpersonal harm, a violent exploitation of one's body, and a transformation of an act of connectedness into an act of submission-are postulated to negatively affect the self-concept. We sought to deepen the understanding of self-concept impairments among sexually assaulted women with varying levels of posttraumatic distress. To this end, we compared women with a main trauma of SA to women with a main trauma of motor-vehicle accident (MVA) and to nontraumatized (NT) women on several self-concept aspects. Our main hypotheses were (a) sexually assaulted women without PTSD exhibit impaired self-concept as compared with NT women and (b) SA is related to greater self-concept impairments as compared with MVA, even when posttraumatic distress is statistically controlled. Women (N = 235: NT = 69, MVA = 87, SA = 79) completed a web-based survey including measures designed to assess the global and domain-specific contents and structure of the self-concept as well as background and clinical questionnaires. Sexually assaulted women without PTSD reported impaired self-concept as compared with NT women. Furthermore, SA was related to greater self-concept impairments as compared with MVA, even when considering participants' levels of posttraumatic distress. SA is related to unique self-concept impairments that extend beyond symptoms, emphasizing the need to assess and address self-concept impairments in sexually assaulted women. The importance of adopting a multifaceted conceptualization of the self to gain a deeper understanding of the aftermath of trauma is highlighted. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

[Autonomy, Trust and Medical Ethics in Onora O'Neill's Work].

PubMed

Jaramillo, Carlos Alberto López; Lew, Jorge Carlos Holguín

2013-03-01

Autonomy has become a key concept in bioethics. Onora O'neill is perhaps the most representative author and researcher in the philosophical and bioethical fields regrding the concept of autonomy. To review the concept of autonomy in Onora O'Neill's work so as to understand its relevance in current bioethics. The concept of bioethics is reviewed in relation to three fundamental quesions: 1) Which are the main limitations of the individualistic conception of autonomy? 2) How to understand the relations between trust and autonomy together with their implications? and 3) Which are the implications of principled autonomy for aspects such as doctor-patient relationship and informed consent. The main works by O'Neill are reviewed, specifically regarding medical bioethics. O'neill's approach is original and relates Kantian autonomy to her own conceptions about trust, and both the individual and social levels of bioethics. The author has developed a Kantian non indvidualistic view of autonomy. Her conceptulization of trust and the crises this concept is currently undergoing complement and strengthen the concept of principled autonomy. The implications of O'Neill's concepts go beyond theoretical discussions and in her work she uses examples and analyzes circumstances which demonstrate the applicability of her proposals. O'Neill's work contributes to dealing with the challenges posed by the socio-political context of cost-efficiency oriented health systems and of the so-called defensive medicine. Copyright © 2013 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

The Relationship between Academics' Conceptions of Knowledge, Research and Teaching--A Metaphor Study

ERIC Educational Resources Information Center

Visser-Wijnveen, Gerda J.; Van Driel, Jan H.; Van Der Rijst, Roeland M.; Verloop, Nico; Visser, Anthonya

2009-01-01

Universities are supposed to be institutes where research and teaching are closely related. To understand this relationship fully, it is necessary to learn how academics perceive these key components. Different conceptions among academics may stem from varying conceptions of knowledge. Thirty academics were interviewed by means of metaphors about…

Identifying Students' Conceptions of Basic Principles in Sequence Stratigraphy

ERIC Educational Resources Information Center

Herrera, Juan S.; Riggs, Eric M.

2013-01-01

Sequence stratigraphy is a major research subject in the geosciences academia and the oil industry. However, the geoscience education literature addressing students' understanding of the basic concepts of sequence stratigraphy is relatively thin, and the topic has not been well explored. We conducted an assessment of 27 students' conceptions of…

Peters' Concept of "Education as Initiation": Communitarian or Individualist?

ERIC Educational Resources Information Center

Cotter, Richard

2013-01-01

A central element of Richard Peters' philosophy of education has been his analysis of "education as initiation". Understanding initiation is internally related to concepts of community and what it may mean to be a member. The concept of initiation assumes a mutually interdependent, dynamic relationship between the individual and community that…

Mathematics Education Graduate Students' Understanding of Trigonometric Ratios

ERIC Educational Resources Information Center

Yigit Koyunkaya, Melike

2016-01-01

This study describes mathematics education graduate students' understanding of relationships between sine and cosine of two base angles in a right triangle. To explore students' understanding of these relationships, an elaboration of Skemp's views of instrumental and relational understanding using Tall and Vinner's concept image and concept…

Learning difficulties of senior high school students based on probability understanding levels

NASA Astrophysics Data System (ADS)

Anggara, B.; Priatna, N.; Juandi, D.

2018-05-01

Identifying students' difficulties in learning concept of probability is important for teachers to prepare the appropriate learning processes and can overcome obstacles that may arise in the next learning processes. This study revealed the level of students' understanding of the concept of probability and identified their difficulties as a part of the epistemological obstacles identification of the concept of probability. This study employed a qualitative approach that tends to be the character of descriptive research involving 55 students of class XII. In this case, the writer used the diagnostic test of probability concept learning difficulty, observation, and interview as the techniques to collect the data needed. The data was used to determine levels of understanding and the learning difficulties experienced by the students. From the result of students' test result and learning observation, it was found that the mean cognitive level was at level 2. The findings indicated that students had appropriate quantitative information of probability concept but it might be incomplete or incorrectly used. The difficulties found are the ones in arranging sample space, events, and mathematical models related to probability problems. Besides, students had difficulties in understanding the principles of events and prerequisite concept.

Differential Bundle Functioning Analysis of the Self-Description Questionnaire Self-Concept Scale for Kenyan Female and Male Students Using the MIMIC Model

ERIC Educational Resources Information Center

Mucherah, Winnie; Finch, W. Holmes; Keaikitse, Setlhomo

2012-01-01

Understanding adolescent self-concept is of great concern for educators, mental health professionals, and parents, as research consistently demonstrates that low self-concept is related to a number of problem behaviors and poor outcomes. Thus, accurate measurements of self-concept are key, and the validity of such measurements, including the…

Space and Place: Recognizing Ties that Bind.

ERIC Educational Resources Information Center

Whiteford, Gary T.

1980-01-01

Suggests methods to test whether students have acquired a sense of place or spatial understanding. Knowledge of the concepts of map representation, the region, man/land notations, spatial relations, location, and scale are vital to geographic understanding. Concludes that geographic ideas should relate to particular maps. (Author/KC)

Traditional Instruction of Differential Equations and Conceptual Learning

ERIC Educational Resources Information Center

Arslan, Selahattin

2010-01-01

Procedural and conceptual learning are two types of learning, related to two types of knowledge, which are often referred to in mathematics education. Procedural learning involves only memorizing operations with no understanding of underlying meanings. Conceptual learning involves understanding and interpreting concepts and the relations between…

Making Sense of Abstract Algebra: Exploring Secondary Teachers' Understandings of Inverse Functions in Relation to Its Group Structure

ERIC Educational Resources Information Center

Wasserman, Nicholas H.

2017-01-01

This article draws on semi-structured, task-based interviews to explore secondary teachers' (N = 7) understandings of inverse functions in relation to abstract algebra. In particular, a concept map task is used to understand the degree to which participants, having recently taken an abstract algebra course, situated inverse functions within its…

Valued social roles and measuring mental health recovery: examining the structure of the tapestry.

PubMed

Hunt, Marcia G; Stein, Catherine H

2012-12-01

The complexity of the concept of mental health recovery often makes it difficult to systematically examine recovery processes and outcomes. The concept of social role is inherent within many acknowledged dimensions of recovery such as community integration, family relationships, and peer support and can deepen our understanding of these dimensions when social roles are operationalized in ways that directly relate to recovery research and practice. This paper reviews seminal social role theories and operationalizes aspects of social roles: role investment, role perception, role loss, and role gain. The paper provides a critical analysis of the ability of social role concepts to inform mental health recovery research and practice. PubMed and PsychInfo databases were used for the literature review. A more thorough examination of social role aspects allows for a richer picture of recovery domains that are structured by the concept social roles. Increasing understanding of consumers' investment and changes in particular roles, perceptions of consumers' role performance relative to peers, and consumers' hopes for the future with regards to the different roles that they occupy could generate tangible, pragmatic approaches in addressing complex recovery domains. This deeper understanding allows a more nuanced approach to recovery-related movements in mental health system transformation.

Valued Social Roles and Measuring Mental Health Recovery: Examining the Structure of the Tapestry

PubMed Central

Hunt, Marcia G.; Stein, Catherine H.

2014-01-01

The complexity of the concept of mental health recovery often makes it difficult to systematically examine recovery processes and outcomes. The concept of social role is inherent within many acknowledged dimensions of recovery such as community integration, family relationships, and peer support and can deepen our understanding of these dimensions when social roles are operationalized in ways that directly relate to recovery research and practice. Objective This paper reviews seminal social role theories and operationalizes aspects of social roles: role investment, role perception, role loss, and role gain. The paper provides a critical analysis of the ability of social role concepts to inform mental health recovery research and practice. Method PubMed and PsychInfo databases were used for the literature review. Results A more thorough examination of social role aspects allows for a richer picture of recovery domains that are structured by the concept social roles. Increasing understanding of consumers’ investment and changes in particular roles, perceptions of consumers’ role performance relative to peers, and consumers’ hopes for the future with regards to the different roles that they occupy could generate tangible, pragmatic approaches in addressing complex recovery domains. Conclusions and Implications for Practice This deeper understanding allows a more nuanced approach to recovery-related movements in mental health system transformation. PMID:23276237

An Exploratory Study on Principals' Conceptions about Their Role as School Leaders

ERIC Educational Resources Information Center

Devos, Geert; Bouckenooghe, Dave

2009-01-01

This inquiry, by means of the case study method, explored how principals' conceptions about their role as school leader contribute to a better understanding of their leadership behavior and how this is related to school climate. The results indicated that differences of how principals conceive their leadership role are related, indirectly through…

Organization, relational justice and absenteeism.

PubMed

Stoetzer, Ulrich; Åborg, Carl; Johansson, Gun; Svartengren, Magnus

2014-01-01

There is a need for more knowledge on how to manage companies towards healthier and more prosperous organizations with low levels of absenteeism. Relational Justice can be a useful concept when managing such organizations. Organizational factors can help to explain why some companies have relatively low absenteeism rates, even though they are equal to other companies in many other aspects. Previous studies suggest that management may be one important factor. Efficient management may depend on good relations between the leaders and the employees. The concept of Relational Justice is designed to capture these relations. Consequently, a Relational Justice framework may be used to understand why some companies have a low incidence of absenteeism. Managers from a representative body of Swedish companies. Interviews were analyzed to explore whether the items representing the concept of Relational Justice can be used to further understand the strategies, procedures and structures that characterize organizations and management in companies with a low incidence of absenteeism. Strategies, procedures or principles related to Relational Justice were common and highlighted in companies with an incidence of absenteeism. The most frequently occurring factors were; to be treated with kindness and consideration, personal viewpoint considered and to be treated impartially. The results suggested that a Relational Justice framework could be used to increase understanding of the organizational and managerial factors typical for companies with a low incidence of absenteeism. A Relational Justice approach to organizational management may be used to successfully lower absenteeism, change organizations and promote healthy and prosperous companies.

Changing Concepts and Findings on Autism

ERIC Educational Resources Information Center

Rutter, Michael

2013-01-01

New research findings provide major challenges regarding our understanding of the concept of autism. These are critically discussed in relation to research relevant to classification, genetics, environmental risk factors, gene-environment interplay, animal models, biomarkers, clinical features, neuropathology, pharmacotherapy, behavioral…

Focus groups to explore healthcare professionals' experiences of care coordination: towards a theoretical framework for the study of care coordination.

PubMed

Van Houdt, Sabine; Sermeus, Walter; Vanhaecht, Kris; De Lepeleire, Jan

2014-12-24

Strategies to improve care coordination between primary and hospital care do not always have the desired results. This is partly due to incomplete understanding of the key concepts of care coordination. An in-depth analysis of existing theoretical frameworks for the study of care coordination identified 14 interrelated key concepts. In another study, these 14 key concepts were further explored in patients' experiences. Additionally, "patient characteristics" was identified as a new key concept in patients' experiences and the previously identified key concept "quality of relationship" between healthcare professionals was extended to "quality of relationship" with the patient. Together, these 15 interrelated key concepts resulted in a new theoretical framework. The present study aimed at improving our understanding of the 15 previously identified key concepts and to explore potentially previous unidentified key concepts and the links between these by exploring how healthcare professionals experience care coordination. A qualitative design was used. Six focus groups were conducted including primary healthcare professionals involved in the care of patients who had breast cancer surgery at three hospitals in Belgium. Data were analyzed using constant comparative analysis. All 15 previously identified key concepts of care coordination were further explored in healthcare professionals' experiences. Links between these 15 concepts were identified, including 9 newly identified links. The concept "external factors" was linked with all 6 concepts relating to (inter)organizational mechanisms; "task characteristics", "structure", "knowledge and information technology", "administrative operational processes", "cultural factors" and "need for coordination". Five of these concepts related to 3 concepts of relational coordination; "roles", "quality of relationship" and "exchange of information". The concept of "task characteristics" was only linked with "roles" and "exchange of information". The concept "patient characteristics" related with the concepts "need for coordination" and "patient outcome". Outcome was influenced by "roles", "quality of relationship" and "exchange of information". External factors and the (inter)organizational mechanism should enhance "roles" and "quality of relationship" between healthcare professionals and with the patient as well as "exchange of information", and setting and sharing of common "goals" to improve care coordination and quality of care.

Transformation from student to occupational therapist: Using the Delphi technique to identify the threshold concepts of occupational therapy.

PubMed

Nicola-Richmond, Kelli M; Pépin, Geneviève; Larkin, Helen

2016-04-01

Understanding and facilitating the transformation from occupational therapy student to practitioner is central to the development of competent and work-ready graduates. However, the pivotal concepts and capabilities that need to be taught and learnt in occupational therapy are not necessarily explicit. The threshold concepts theory of teaching and learning proposes that every discipline has a set of transformational concepts that students must acquire in order to progress. As students acquire the threshold concepts, they develop a transformed way of understanding content related to their course of study which contributes to their developing expertise. The aim of this study was to identify the threshold concepts of occupational therapy. The Delphi technique, a data collection method that aims to demonstrate consensus in relation to important questions, was used with three groups comprising final year occupational therapy students (n = 11), occupational therapy clinicians (n = 21) and academics teaching occupational therapy (n = 10) in Victoria, Australia. Participants reached consensus regarding 10 threshold concepts for the occupational therapy discipline. These are: understanding and applying the models and theories of occupational therapy; occupation; evidence-based practice; clinical reasoning; discipline specific skills and knowledge; practising in context; a client-centred approach; the occupational therapist role; reflective practice and; a holistic approach. The threshold concepts identified provide valuable information for the discipline. They can potentially inform the development of competencies for occupational therapy and provide guidance for teaching and learning activities to facilitate the transformation to competent practitioner. © 2015 Occupational Therapy Australia.

Auditing the multiply-related concepts within the UMLS

PubMed Central

Mougin, Fleur; Grabar, Natalia

2014-01-01

Objective This work focuses on multiply-related Unified Medical Language System (UMLS) concepts, that is, concepts associated through multiple relations. The relations involved in such situations are audited to determine whether they are provided by source vocabularies or result from the integration of these vocabularies within the UMLS. Methods We study the compatibility of the multiple relations which associate the concepts under investigation and try to explain the reason why they co-occur. Towards this end, we analyze the relations both at the concept and term levels. In addition, we randomly select 288 concepts associated through contradictory relations and manually analyze them. Results At the UMLS scale, only 0.7% of combinations of relations are contradictory, while homogeneous combinations are observed in one-third of situations. At the scale of source vocabularies, one-third do not contain more than one relation between the concepts under investigation. Among the remaining source vocabularies, seven of them mainly present multiple non-homogeneous relations between terms. Analysis at the term level also shows that only in a quarter of cases are the source vocabularies responsible for the presence of multiply-related concepts in the UMLS. These results are available at: http://www.isped.u-bordeaux2.fr/ArticleJAMIA/results_multiply_related_concepts.aspx. Discussion Manual analysis was useful to explain the conceptualization difference in relations between terms across source vocabularies. The exploitation of source relations was helpful for understanding why some source vocabularies describe multiple relations between a given pair of terms. PMID:24464853

Students Fail to Transfer Knowledge of Chromosome Structure to Topics Pertaining to Cell Division

PubMed Central

Newman, Dina L.; Catavero, Christina M.; Wright, L. Kate

2012-01-01

Cellular processes that rely on knowledge of molecular behavior are difficult for students to comprehend. For example, thorough understanding of meiosis requires students to integrate several complex concepts related to chromosome structure and function. Using a grounded theory approach, we have unified classroom observations, assessment data, and in-depth interviews under the theory of knowledge transfer to explain student difficulties with concepts related to chromosomal behavior. In this paper, we show that students typically understand basic chromosome structure but do not activate cognitive resources that would allow them to explain macromolecular phenomena (e.g., homologous pairing during meiosis). To improve understanding of topics related to genetic information flow, we suggest that instructors use pedagogies and activities that prime students for making connections between chromosome structure and cellular processes. PMID:23222838

Threshold concepts as barriers to understanding climate science

NASA Astrophysics Data System (ADS)

Walton, P.

2013-12-01

Whilst the scientific case for current climate change is compelling, the consequences of climate change have largely failed to permeate through to individuals. This lack of public awareness of the science and the potential impacts could be considered a key obstacle to action. The possible reasons for such limited success centre on the issue that climate change is a complex subject, and that a wide ranging academic, political and social research literature on the science and wider implications of climate change has failed to communicate the key issues in an accessible way. These failures to adequately communicate both the science and the social science of climate change at a number of levels results in ';communication gaps' that act as fundamental barriers to both understanding and engagement with the issue. Meyer and Land (2003) suggest that learners can find certain ideas and concepts within a discipline difficult to understand and these act as a barrier to deeper understanding of a subject. To move beyond these threshold concepts, they suggest that the expert needs to support the learner through a range of learning experiences that allows the development of learning strategies particular to the individual. Meyer and Land's research into these threshold concepts has been situated within Economics, but has been suggested to be more widely applicable though there has been no attempt to either define or evaluate threshold concepts to climate change science. By identifying whether common threshold concepts exist specifically in climate science for cohorts of either formal or informal learners, scientists will be better able to support the public in understanding these concepts by changing how the knowledge is communicated to help overcome these barriers to learning. This paper reports on the findings of a study that examined the role of threshold concepts as barriers to understanding climate science in a UK University and considers its implications for wider scientific engagement with the public to develop climate literacy. The analysis of 3 successive cohorts of students' journals who followed the same degree module identified that threshold concepts do exist within the field, such as those related to: role of ocean circulation, use of proxy indicators, forcing factors and feedback mechanisms. Once identified, the study looked at possible strategies to overcome these barriers to support student climate literacy. It concluded that the use of threshold concepts could be problematic when trying to improve climate literacy, as each individual has their own concepts they find ';troublesome' that do not necessarily relate to others. For scientists this presents the difficulty of how to develop a strategy that supports the individual that is cost and time effective. However, the study identifies that eLearning can be used effectively to help people understand troublesome knowledge.

Seeing the Solar System through Two Perspectives. Part 2 of a Series Focusing on Learning Progressions

ERIC Educational Resources Information Center

Tretter, Thomas R.; Thornburgh, William R.; Duckwall, Mark

2016-01-01

Supporting elementary student understandings of ideas related to Earth's Place in the Universe (ESS1) can be challenging, especially given the large time and distance scales involved with many of the concepts. However, with effective use of crosscutting concepts and science and engineering practices, important concepts within this content domain…

Developing the Ability to Recontextualise Cellular Respiration: An Explorative Study in Recontextualising Biological Concepts

ERIC Educational Resources Information Center

Wierdsma, Menno; Boersma, Kerst Th.; Knippels, Marie-Christine; van Oers, Bert

2016-01-01

In many science education practices, students are expected to develop an understanding of scientific knowledge without being allowed a view of the practices and cultures that have developed and use this knowledge. Therefore, students should be allowed to develop scientific concepts in relation to the contexts in which those concepts are used.…

Shifting Relations with the More-than-Human: Six Threshold Concepts for Transformative Sustainability Learning

ERIC Educational Resources Information Center

Barrett, M. J.; Harmin, Matthew; Maracle, Bryan; Patterson, Molly; Thomson, Christina; Flowers, Michelle; Bors, Kirk

2017-01-01

Using the iterative process of action research, we identify six portals of understanding, called threshold concepts, which can be used as curricular guideposts to disrupt the socially constituted separation, and hierarchy, between humans and the more-than-human. The threshold concepts identified in this study provide focal points for a curriculum…

Occupation and its relationship with health and wellbeing: the threshold concept for occupational therapy.

PubMed

Fortune, Tracy; Kennedy-Jones, Mary

2014-10-01

We introduce the educational framework of 'threshold concepts' and discuss its utility in understanding the fundamental difficulties learners have in understanding ways of thinking and practising as occupational therapists. We propose that the relationship between occupation and health is a threshold concept for occupational therapy because of students' trouble in achieving lasting conceptual change in relation to their understanding of it. The authors present and discuss key ideas drawn from educational writings on threshold concepts, review the emerging literature on threshold concepts in occupational therapy, and pose a series of questions in order to prompt consideration of the pedagogical issues requiring action by academic and fieldwork educators. Threshold concepts in occupational therapy have been considered in a primarily cross-disciplinary sense, that is, the understandings that occupational therapy learners grapple with are relevant to learners in other disciplines. In contrast, we present a more narrowly defined conception that emphasises the 'bounded-ness' of the concept to the discipline. A threshold concept that captures the essential nature of occupational therapy is likely to be (highly) troublesome in terms of a learner's acquisition of it. Rather than simplifying these learning 'jewels' educators are encouraged to sit with the discomfort that they and the learner may experience as the learner struggles to grasp them. Moreover, they should reshape their curricula to provoke such struggles if transformative learning is to be the outcome. © 2014 Occupational Therapy Australia.

Formalization of an environmental model using formal concept analysis - FCA

NASA Astrophysics Data System (ADS)

Bourdon-García, Rubén D.; Burgos-Salcedo, Javier D.

2016-08-01

Nowadays, there is a huge necessity to generate novel strategies for social-ecological systems analyses for resolving global sustainability problems. This paper has as main purpose the application of the formal concept analysis to formalize the theory of Augusto Ángel Maya, who without a doubt, was one of the most important environmental philosophers in South America; Ángel Maya proposed and established that Ecosystem-Culture relations, instead Human-Nature ones, are determinants in our understanding and management of natural resources. Based on this, a concept lattice, formal concepts, subconcept-superconcept relations, partially ordered sets, supremum and infimum of the lattice and implications between attributes (Duquenne-Guigues base), were determined for the ecosystem-culture relations.

Animistic Thought in Children: Understanding of "Living" Across its Associated Attributes

ERIC Educational Resources Information Center

Looft, William R.

1974-01-01

Investigated the thought patterns of children classified as "nonanimistic." It was found that the subjects did not fully grasp the implications of the life concept as certain life-related concepts were more accurately generalized than others. (DP)

Roundhouse Diagrams.

ERIC Educational Resources Information Center

Ward, Robin E.; Wandersee, James

2000-01-01

Students must understand key concepts through reasoning, searching out related concepts, and making connections within multiple systems to learn science. The Roundhouse diagram was developed to be a concise, holistic, graphic representation of a science topic, process, or activity. Includes sample Roundhouse diagrams, a diagram checklist, and…

Improving Students' Understanding of Electricity and Magnetism

ERIC Educational Resources Information Center

Li, Jing

2012-01-01

Electricity and magnetism are important topics in physics. Research shows that students have many common difficulties in understanding concepts related to electricity and magnetism. However, research to improve students' understanding of electricity and magnetism is limited compared to introductory mechanics. This thesis explores issues…

Understanding Periodicity as a Process with Gestalt Structure.

ERIC Educational Resources Information Center

Shama, Gilli

1998-01-01

Presents a two-phase investigation of how Israeli students understand the concept of periodicity. Discusses related research with teachers and students (N=895) employing both qualitative and quantitative research methodologies. Concludes that students understand periodicity as a process. Students' errors and preferences are discussed with…

Concept confusion and concept discernment in basic magnetism using analogical reasoning

NASA Astrophysics Data System (ADS)

Lemmer, Miriam; Nicodimus Morabe, Olebogeng

2017-07-01

Analogical reasoning is central to all learning, whether in daily life situations, in the classroom or while doing research. Although analogies can aid the learning process of making sense of phenomena and understanding new ideas in terms of known ideas, these should be used with care. This article reports a study of the use of analogies and the consequences of this use in the teaching of magnetism with special reference to misconceptions. We begin by identifying concept confusion and associated misconceptions in magnetism due to in-service physics teachers’ spontaneous analogical reasoning. Two analogy-based experiments that can be used to convert such concept confusion to discernment are then described. These experiments focus on understanding basic principles about sources and interactions of magnetic fields and implement the constructivist learning processes of discrimination and generalization. Lastly, recommendations towards reinforcement of conceptual understanding of basic magnetism in its relation to electricity are proposed.

Relating Chemistry to Healthcare and MORE: Implementation of MORE in a Survey Organic and Biochemistry Course for Prehealth Students

ERIC Educational Resources Information Center

Schroeder, Lianne; Bierdz, Joshua; Wink, Donald J.; King, Maripat; Daubenmire, Patrick L.; Clark, Ginevra A.

2018-01-01

We implemented a laboratory curriculum reform to teach foundational concepts in chemistry, particularly those concepts related to healthcare, in a chemistry course for prenursing students. Here, we discuss the reform, exploring how students built upon understandings gained in lab and correlating lab learning to course outcomes. We further discuss…

Concept similarity and related categories in information retrieval using formal concept analysis

NASA Astrophysics Data System (ADS)

Eklund, P.; Ducrou, J.; Dau, F.

2012-11-01

The application of formal concept analysis to the problem of information retrieval has been shown useful but has lacked any real analysis of the idea of relevance ranking of search results. SearchSleuth is a program developed to experiment with the automated local analysis of Web search using formal concept analysis. SearchSleuth extends a standard search interface to include a conceptual neighbourhood centred on a formal concept derived from the initial query. This neighbourhood of the concept derived from the search terms is decorated with its upper and lower neighbours representing more general and special concepts, respectively. SearchSleuth is in many ways an archetype of search engines based on formal concept analysis with some novel features. In SearchSleuth, the notion of related categories - which are themselves formal concepts - is also introduced. This allows the retrieval focus to shift to a new formal concept called a sibling. This movement across the concept lattice needs to relate one formal concept to another in a principled way. This paper presents the issues concerning exploring, searching, and ordering the space of related categories. The focus is on understanding the use and meaning of proximity and semantic distance in the context of information retrieval using formal concept analysis.

Students’ Relational Understanding in Quadrilateral Problem Solving Based on Adversity Quotient

NASA Astrophysics Data System (ADS)

Safitri, A. N.; Juniati, D.; Masriyah

2018-01-01

The type of research is qualitative approach which aims to describe how students’ relational understanding of solving mathematic problem that was seen from Adversity Quotient aspect. Research subjects were three 7th grade students of Junior High School. They were taken by category of Adversity Quotient (AQ) such quitter, camper, and climber. Data collected based on problem solving and interview. The research result showed that (1) at the stage of understanding the problem, the subjects were able to state and write down what is known and asked, and able to mention the concepts associated with the quadrilateral problem. (2) The three subjects devise a plan by linking concepts relating to quadrilateral problems. (3) The three subjects were able to solve the problem. (4) The three subjects were able to look back the answers. The three subjects were able to understand the problem, devise a plan, carry out the plan and look back. However, the quitter and camper subjects have not been able to give a reason for the steps they have taken.

Exploring psychosocial task resolution and self-concept among African-American adolescents.

PubMed

Brookins, C C

1996-06-01

Developmental task resolution and self-concept of adolescents were examined for a sample of 110 African-American youth. The Erikson Psychosocial Stage Inventory was used to measure Erikson's stages of psychological development and the Bronstein-Cruz Child/Adolescent Self-concept and Adjustment Scale was used to measure multiple components of the self-concept. Scores for Self-concept and Resolution of Identity stages were highly correlated although scores on Resolution of Identity, commonly seen as the primary psychosocial task of adolescence, were not related to scores on either Emotional Well-being or Family Relations. The results are discussed in terms of improving understanding of relationships between processes in development, identity, and other salient psychosocial variables.

Understanding polycystic ovary syndrome from the patient perspective: a concept elicitation patient interview study.

PubMed

Martin, Mona L; Halling, Katarina; Eek, Daniel; Krohe, Meaghan; Paty, Jean

2017-08-18

The aim of this study was to explore the need for a new disease-specific patient reported outcome (PRO) measure for use in clinical trials of drugs designed to target the underlying causes of polycystic ovary syndrome (PCOS), and in the process contribute to our understanding of the symptoms and impacts that define the patient experience with PCOS. Semi-structured interviews were conducted in 20 women diagnosed with PCOS according to the Rotterdam criteria who had not menstruated in the previous month. The relative importance of PCOS symptoms and impact concepts to patients was determined by analyzing the frequency of their expression in the interview transcripts. These insights were compared to clinicians' perceptions of PCOS. Pain- and discomfort-related symptoms accounted for the highest proportion (27.6%) of the 735 patient expressions, although clinicians did not consider pain to be important to patients with PCOS. The most frequently expressed individual symptoms were cramping (70% of patients; 14.7% of concepts), irregular menstruation (95% of patients; 12.2% of concepts), facial hair growth (75% of patients; 10.6% of concepts), heavy bleeding (70% of patients; 8.8% of concepts), infertility (70% of patients; 5.4% of concepts), and bloating (60% of patients; 5.2% of concepts). Cramping, heavy bleeding, and bloating were not identified by clinicians as being important to patients with PCOS. The impacts most frequently reported by patients with PCOS related to emotional well-being (e.g. anxiety/stress) and coping behaviors (e.g. acne medication, hair removal). The only validated PCOS-specific PRO, the PCOSQ, does not capture some key PCOS symptoms and impacts expressed by patients with PCOS, most notably those related to pain and discomfort, bleeding intensity and coping behaviours. Furthermore, some key PCOS symptoms may be under-recognized in the clinic.

The Concept of the Earth's Shape: A Study of Conceptual Change in Childhood. Technical Report No. 467.

ERIC Educational Resources Information Center

Vosniadou, Stella; Brewer, William F.

This paper presents the results of an experiment which investigated elementary school children's concept of the earth's shape and the related concept of gravity. First, third, and fifth grade children were asked a series of factual, explanatory, and generative questions in an attempt to understand as clearly as possible the way they conceptualized…

Development of 3-D Mechanical Models of Electric Circuits and Their Effect on Students' Understanding of Electric Potential Difference

ERIC Educational Resources Information Center

Balta, Nuri

2015-01-01

Visualizing physical concepts through models is an essential method in many sciences. While students are mostly proficient in handling mathematical aspects of problems, they frequently lack the ability to visualize and interpret abstract physical concepts in a meaningful way. In this paper, initially the electric circuits and related concepts were…

Student conceptions of the nature of science

NASA Astrophysics Data System (ADS)

Talbot, Amanda L.

Research has shown that students from elementary school to college have major misconceptions about the nature of science. While an appropriate understanding of the nature of science has been an objective of science education for a century, researchers using a variety of instruments, continue to document students' inadequate conceptions of what science is and how it operates as an enterprise. Current research involves methods to improve student understanding of the nature of science. Students often misunderstand the creative, subjective, empirical, and tentative nature of science. They do not realize the relationship between laws and theories, nor do they understand that science does not follow a prescribed method. Many do not appreciate the influence culture, society, and politics; nor do they have an accurate understanding of the types of questions addressed by science. This study looks at student understanding of key nature of science (NOS) concepts in order to examine the impact of implementing activities intended to help students better understand the process of science and to see if discussion of key NOS concepts following those activities will result in greater gains in NOS understanding. One class received an "activities only" treatment, while the other participated in the same activities followed by explicit discussion of key NOS themes relating to the activity. The interventions were implemented for one school year in two high school anatomy and physiology courses composed of juniors and seniors. Student views of the nature of science were measured using the Views of the Nature of Science-Form C (VNOS-C). Students in both classes demonstrated significant gains in NOS understanding. However, contrary to current research, the addition of explicit discussion did not result in significantly greater gains in NOS understanding. This suggests that perhaps students in higher-level science classes can draw the correlations between NOS related activities and important aspects of "real" science. Or perhaps that a curriculum with a varied approach my expose students to more aspects of science thus improving their NOS understanding.

Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments

NASA Astrophysics Data System (ADS)

Kozhevnikov, Michael; Gurlitt, Johannes; Kozhevnikov, Maria

2013-12-01

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop virtual environment (DVE) conditions. Our results show that after the simulation activities, both IVE and DVE groups exhibited a significant shift toward a scientific understanding in their conceptual models and epistemological beliefs about the nature of relative motion, and also a significant improvement on relative motion problem-solving tests. In addition, we analyzed students' performance on one-dimensional and two-dimensional questions in the relative motion problem-solving test separately and found that after training in the simulation, the IVE group performed significantly better than the DVE group on solving two-dimensional relative motion problems. We suggest that egocentric encoding of the scene in IVE (where the learner constitutes a part of a scene they are immersed in), as compared to allocentric encoding on a computer screen in DVE (where the learner is looking at the scene from "outside"), is more beneficial than DVE for studying more complex (two-dimensional) relative motion problems. Overall, our findings suggest that such aspects of virtual realities as immersivity, first-hand experience, and the possibility of changing different frames of reference can facilitate understanding abstract scientific phenomena and help in displacing intuitive misconceptions with more accurate mental models.

Biomedical research competencies for osteopathic medical students

PubMed Central

Cruser, des Anges; Dubin, Bruce; Brown, Sarah K; Bakken, Lori L; Licciardone, John C; Podawiltz, Alan L; Bulik, Robert J

2009-01-01

Background Without systematic exposure to biomedical research concepts or applications, osteopathic medical students may be generally under-prepared to efficiently consume and effectively apply research and evidence-based medicine information in patient care. The academic literature suggests that although medical residents are increasingly expected to conduct research in their post graduate training specialties, they generally have limited understanding of research concepts. With grant support from the National Center for Complementary and Alternative Medicine, and a grant from the Osteopathic Heritage Foundation, the University of North Texas Health Science Center (UNTHSC) is incorporating research education in the osteopathic medical school curriculum. The first phase of this research education project involved a baseline assessment of students' understanding of targeted research concepts. This paper reports the results of that assessment and discusses implications for research education during medical school. Methods Using a novel set of research competencies supported by the literature as needed for understanding research information, we created a questionnaire to measure students' confidence and understanding of selected research concepts. Three matriculating medical school classes completed the on-line questionnaire. Data were analyzed for differences between groups using analysis of variance and t-tests. Correlation coefficients were computed for the confidence and applied understanding measures. We performed a principle component factor analysis of the confidence items, and used multiple regression analyses to explore how confidence might be related to the applied understanding. Results Of 496 total incoming, first, and second year medical students, 354 (71.4%) completed the questionnaire. Incoming students expressed significantly more confidence than first or second year students (F = 7.198, df = 2, 351, P = 0.001) in their ability to understand the research concepts. Factor analyses of the confidence items yielded conceptually coherent groupings. Regression analysis confirmed a relationship between confidence and applied understanding referred to as knowledge. Confidence scores were important in explaining variability in knowledge scores of the respondents. Conclusion Medical students with limited understanding of research concepts may struggle to understand the medical literature. Assessing medical students' confidence to understand and objectively measured ability to interpret basic research concepts can be used to incorporate competency based research material into the existing curriculum. PMID:19825171

Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory

NASA Astrophysics Data System (ADS)

Chini, Jacquelyn J.; Madsen, Adrian; Gire, Elizabeth; Rebello, N. Sanjay; Puntambekar, Sadhana

2012-06-01

Recent research results have failed to support the conventionally held belief that students learn physics best from hands-on experiences with physical equipment. Rather, studies have found that students who perform similar experiments with computer simulations perform as well or better on measures of conceptual understanding than their peers who used physical equipment. In this study, we explored how university-level nonscience majors’ understanding of the physics concepts related to pulleys was supported by experimentation with real pulleys and a computer simulation of pulleys. We report that when students use one type of manipulative (physical or virtual), the comparison is influenced both by the concept studied and the timing of the post-test. Students performed similarly on questions related to force and mechanical advantage regardless of the type of equipment used. On the other hand, students who used the computer simulation performed better on questions related to work immediately after completing the activities; however, the two groups performed similarly on the work questions on a test given one week later. Additionally, both sequences of experimentation (physical-virtual and virtual-physical) equally supported students’ understanding of all of the concepts. These results suggest that both the concept learned and the stability of learning gains should continue to be explored to improve educators’ ability to select the best learning experience for a given topic.

Experimentally Building a Qualitative Understanding of Newton's Second Law

NASA Astrophysics Data System (ADS)

Gates, Joshua

2014-12-01

Newton's second law is one of the cornerstones of the introductory physics curriculum, but it can still trouble a large number of students well after its introduction, hobbling their ability to apply the concept to problem solving1 and to related concepts, such as momentum, circular motion, and orbits. While there are several possibilities for lab activities addressing the functional relationship among net force, mass, and acceleration, the qualitative understanding of the connection between forces and acceleration can still be lacking,2 leading to poor performance in problem solving and in assessments such as the Force Concept Inventory3 and Force and Motion Conceptual Evaluation.4 There is a need for strong conceptual understanding of the relationships between net force and acceleration and between acceleration and velocity in order to effectively address common force-motion misconceptions;5 there is a large literature concerning student understanding of force and motion.6

Vulnerability related to oral health in early childhood: a concept analysis.

PubMed

Mattheus, Deborah J

2010-09-01

This article is a report of the analysis of the concept of vulnerability and its relationship to oral health in early childhood. Poor oral health is a continued problem for children worldwide. Vulnerability increases the probability of poor oral health outcomes. The lack of clarity of the concept of vulnerability creates difficulty in understanding this multi-factoral condition. Data source included 34 articles covering the period 2000-2009 from a variety of disciplines, including nursing, dentistry, medicine and public health. The concept analysis was conducted using Rodgers' evolutionary method. The literature was analysed and a social ecology model was used to frame the discussion, recognizing family and community influences on children's oral health. The context of oral health in early childhood contributes to the changes in the concept vulnerability. The attributes are closely related to family and community factors and identified as limited parental income, parental education, community-based services and fluoride; and exposure to poor parental habits, parental neglect and harmful toxins. The primary antecedent is identified as a form of limited protection from exposure to various circumstances. Children with limited protection have increased vulnerability and greater probability of poor health outcomes. Nurses who understand the concept of vulnerability related to oral health and can identify factors that create protection and are capable of decreasing vulnerability through parent education, community awareness and policy changes that support children and families.

The Unfinished Nature of Rights-Informed HIV- and AIDS-Related Education: An Analysis of Three School-Based Initiatives

ERIC Educational Resources Information Center

Miedema, Esther; Maxwell, Claire; Aggleton, Peter

2015-01-01

Over the past 25 years, there has been growing investment in concepts of rights in the areas of HIV prevention, care and treatment, including HIV- and AIDS-related education delivered in schools. Despite this increasing commitment to the notion of rights, few efforts appear to have been made to understand the varying conceptions of rights that…

Do We Need to Understand the Technology to Get to the Science? A Systematic Review of the Concept of Computer Literacy in Preventive Health Programs

ERIC Educational Resources Information Center

Dominick, Gregory M.; Friedman, Daniela B.; Hoffman-Goetz, Laurie

2009-01-01

Objective: To systematically review definitions and descriptions of computer literacy as related to preventive health education programs. Method: A systematic review of the concept of computer literacy as related to preventive health education was conducted. Empirical studies published between 1994 and 2007 on prevention education programs with a…

A guided enquiry approach to introduce basic concepts concerning magnetic hysteresis to minimize student misconceptions

NASA Astrophysics Data System (ADS)

Wei, Yajun; Zhai, Zhaohui; Gunnarsson, Klas; Svedlindh, Peter

2014-11-01

Basic concepts concerning magnetic hysteresis are of vital importance in understanding magnetic materials. However, these concepts are often misinterpreted by many students and even textbooks. We summarize the most common misconceptions and present a new approach to help clarify these misconceptions and enhance students’ understanding of the hysteresis loop. In this approach, students are required to perform an experiment and plot the measured magnetization values and thereby calculated demagnetizing field, internal field, and magnetic induction as functions of the applied field point by point on the same graph. The concepts of the various coercivity, remanence, saturation magnetization, and saturation induction will not be introduced until this stage. By plotting this graph, students are able to interlink all the preceding concepts and intuitively visualize the underlying physical relations between them.

Students' Energy Concepts at the Transition Between Primary and Secondary School

NASA Astrophysics Data System (ADS)

Opitz, Sebastian T.; Harms, Ute; Neumann, Knut; Kowalzik, Kristin; Frank, Arne

2015-10-01

Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students' progression in understanding the energy concept in biological contexts at the transition from primary to lower secondary school by employing a quantitative, cross-sectional study in grades 3-6 ( N = 540) using complex multiple-choice items. Based on a model developed in a previous study, energy concepts were assessed along four aspects of energy: (1) forms and sources of energy, (2) transfer and transformation, (3) degradation and dissipation, and (4) energy conservation. Two parallel test forms (A and B) indicated energy concept scores to increase significantly by a factor of 2.3 (A)/1.7 (B) from grade 3 to grade 6. Students were observed to progress in their understanding of all four aspects of the concept and scored highest on items for energy forms. The lowest scores and the smallest gain across grades were found for energy conservation. Based on our results, we argue that despite numerous learning opportunities, students lack a more integrated understanding of energy at this stage, underlining the requirement of a more explicit approach to teaching energy to young learners. Likewise, more interdisciplinary links for energy learning between relevant contexts in each science discipline may enable older students to more efficiently use energy as a tool and crosscutting concept with which to analyze complex content.

Subject- and Experience-Bound Differences in Teachers' Conceptual Understanding of Sustainable Development

ERIC Educational Resources Information Center

Borg, C.; Gericke, N.; Höglund, H.-O.; Bergman, E.

2014-01-01

This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers' conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable…

Socio-Scientific Discussions as a Way to Improve the Comprehension of Science and the Understanding of the Interrelation between Species and the Environment

NASA Astrophysics Data System (ADS)

Castano, Carolina

2008-11-01

This article reports on a qualitative and quantitative study that explored whether a constructivist Science learning environment, in which 9 to 10-year old Colombian girls had the opportunity to discuss scientific concepts and socio-scientific dilemmas in groups, improved their understanding of the concepts and the complex relations that exists between species and the environment. Data were collected from two fourth grade groups in a private bilingual school, a treatment and a comparison group. Pre and post tests on the understanding of scientific concepts and the possible consequences of human action on living things, transcriptions of the discussions of dilemmas, and pre and post tests of empathy showed that students who had the opportunity to discuss socio-scientific dilemmas gave better definitions for scientific concepts and made better connections between them, their lives and Nature than students who did not. It is argued that Science learning should occur in constructivist learning environments and go beyond the construction of scientific concepts, to discussions and decision-making related to the social and moral implications of the application of Science in the real world. It is also argued that this type of pedagogical interventions and research on them should be carried out in different sociocultural contexts to confirm their impact on Science learning in diverse conditions.

Concept analysis of mentoring.

PubMed

2013-10-01

The purpose of a concept analysis is to examine the structure and function of a concept by defining its attributes and internal structure. Concept analysis can clarify an overused or vague concept and promote mutual understanding by providing a precise operational definition. Mentoring is a concept more fully used by other fields, such as business, than in nursing and may not always translate well for use in nursing. Therefore, clarifying the meaning of the existing concept of mentoring and developing an operational definition for use in nursing are aims of this concept analysis. Mentoring is broadly based and concentrates on developing areas such as career progression, scholarly achievements, and personal development. Mentoring relationships are based around developing reciprocity and accountability between each partner. Mentoring is seen related to transition in practice, role acquisition, and socialization, as a way to support new colleagues. Mentorship is related to nurses' success in nursing practice linked to professionalism, nursing quality improvement, and self-confidence.

Assessing Changes in High School Students' Conceptual Understanding through Concept Maps before and after the Computer-Based Predict-Observe-Explain (CB-POE) Tasks on Acid-Base Chemistry at the Secondary Level

ERIC Educational Resources Information Center

Yaman, Fatma; Ayas, Alipasa

2015-01-01

Although concept maps have been used as alternative assessment methods in education, there has been an ongoing debate on how to evaluate students' concept maps. This study discusses how to evaluate students' concept maps as an assessment tool before and after 15 computer-based Predict-Observe-Explain (CB-POE) tasks related to acid-base chemistry.…

Climatic Concepts and Regions.

ERIC Educational Resources Information Center

Thomas, Paul F.

Designed for students in grades 7 through 12, this teaching unit presents illustrative resource materials depicting concepts related to climate and geographic regions. Emphasis is on giving students an understanding of climatic elements and factors, not as isolated, disjointed entities, but as a dynamic interplay of forces having a very definite…

Teachers' Guide to Using "A Day in the Life of a Drop"

ERIC Educational Resources Information Center

US Environmental Protection Agency, 2008

2008-01-01

This activity has been designed to help students understand a variety of concepts related to water use, efficiency, and students' own impacts on their watershed. It is intended for use both in the classroom and at home. The first concept covered in this exercise is, "What is a watershed?" Ideally this concept will be conveyed in the context of the…

The Effect of Case-Based Instruction on 10th Grade Students' Understanding of Gas Concepts

ERIC Educational Resources Information Center

Yalçinkaya, Eylem; Boz, Yezdan

2015-01-01

The main purpose of the present study was to investigate the effect of case-based instruction on remedying 10th grade students' alternative conceptions related to gas concepts. 128 tenth grade students from two high schools participated in this study. In each school, one of the classes was randomly assigned as the experimental group and the other…

An Investigation of Graduate Scientists' Understandings of Evaporation and Boiling.

ERIC Educational Resources Information Center

Goodwin, Alan; Orlik, Yuri

2000-01-01

Uses a video presentation of six situations relating to the evaporation and boiling of liquids and the escape of dissolved gases from solution and investigates graduate scientists' understanding of the concepts of boiling and evaporation. (Author/YDS)

Doctoral Student Persistence in Non-Traditional Cohort Programs: Examining Educationally-Related Peer Relationships, Students' Understanding of Faculty Expectations, and Student Characteristics

ERIC Educational Resources Information Center

Fitzpatrick, Julie A.

2013-01-01

The purpose of this study is to examine the influence of educationally-related peer relationships, students' understanding of faculty expectations, and student characteristics on the persistence of doctoral students in non-traditional, residential, cohort programs in educational leadership. Drawing on the concepts of academic and social…

Concept Communication and Interpretation of Illness: A Holistic Model of Understanding in Nursing Practice.

PubMed

Nordby, Halvor

To ensure patient communication in nursing, certain conditions must be met that enable successful exchange of beliefs, thoughts, and other mental states. The conditions that have received most attention in the nursing literature are derived from general communication theories, psychology, and ethical frameworks of interpretation. This article focuses on a condition more directly related to an influential coherence model of concept possession from recent philosophy of mind and language. The basic ideas in this model are (i) that the primary source of understanding of illness experiences is communicative acts that express concepts of illness, and (ii) that the key to understanding patients' concepts of illness is to understand how they depend on patients' lifeworlds. The article argues that (i) and (ii) are especially relevant in caring practice since it has been extensively documented that patients' perspectives on disease and illness are shaped by their subjective horizons. According to coherentism, nurses need to focus holistically on patients' horizons in order to understand the meaning of patients' expressions of meaning. Furthermore, the coherence model implies that fundamental aims of understanding can be achieved only if nurses recognize the interdependence of patients' beliefs and experiences of ill health. The article uses case studies to elucidate how the holistic implications of coherentism can be used as conceptual tools in nursing.

The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Yeh, Ting-Kuang; Barufaldi, James P.

2010-01-01

This study explored the phenomenon of testing effect during science concept assessments, including the mechanism behind it and its impact upon a learner's conceptual understanding. The participants consisted of 208 high school students, in either the 11th or 12th grade. Three types of tests (traditional multiple-choice test, correct concept test, and incorrect concept test) related to the greenhouse effect and global warming were developed to explore the mechanisms underlining the test effect. Interview data analyzed by means of the flow-map method were used to examine the two-week post-test consequences of taking one of these three tests. The results indicated: (1) Traditional tests can affect participants' long-term memory, both positively and negatively; in addition, when students ponder repeatedly and think harder about highly distracting choices during a test, they may gradually develop new conceptions; (2) Students develop more correct conceptions when more true descriptions are provided on the tests; on the other hand, students develop more misconceptions while completing tests in which more false descriptions of choices are provided. Finally, the results of this study revealed a noteworthy phenomenon that tests, if employed appropriately, may be also an effective instrument for assisting students' conceptual understanding.

Conceptual Blending Monitoring Students' Use of Metaphorical Concepts to Further the Learning of Science

NASA Astrophysics Data System (ADS)

Fredriksson, Alexandra; Pelger, Susanne

2018-03-01

The aim of this study is to explore how tertiary science students' use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students' process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students' opportunities of understanding and influencing the learning of science.

Auditing the multiply-related concepts within the UMLS.

PubMed

Mougin, Fleur; Grabar, Natalia

2014-10-01

This work focuses on multiply-related Unified Medical Language System (UMLS) concepts, that is, concepts associated through multiple relations. The relations involved in such situations are audited to determine whether they are provided by source vocabularies or result from the integration of these vocabularies within the UMLS. We study the compatibility of the multiple relations which associate the concepts under investigation and try to explain the reason why they co-occur. Towards this end, we analyze the relations both at the concept and term levels. In addition, we randomly select 288 concepts associated through contradictory relations and manually analyze them. At the UMLS scale, only 0.7% of combinations of relations are contradictory, while homogeneous combinations are observed in one-third of situations. At the scale of source vocabularies, one-third do not contain more than one relation between the concepts under investigation. Among the remaining source vocabularies, seven of them mainly present multiple non-homogeneous relations between terms. Analysis at the term level also shows that only in a quarter of cases are the source vocabularies responsible for the presence of multiply-related concepts in the UMLS. These results are available at: http://www.isped.u-bordeaux2.fr/ArticleJAMIA/results_multiply_related_concepts.aspx. Manual analysis was useful to explain the conceptualization difference in relations between terms across source vocabularies. The exploitation of source relations was helpful for understanding why some source vocabularies describe multiple relations between a given pair of terms. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Understanding network concepts in modules

PubMed Central

2007-01-01

Background Network concepts are increasingly used in biology and genetics. For example, the clustering coefficient has been used to understand network architecture; the connectivity (also known as degree) has been used to screen for cancer targets; and the topological overlap matrix has been used to define modules and to annotate genes. Dozens of potentially useful network concepts are known from graph theory. Results Here we study network concepts in special types of networks, which we refer to as approximately factorizable networks. In these networks, the pairwise connection strength (adjacency) between 2 network nodes can be factored into node specific contributions, named node 'conformity'. The node conformity turns out to be highly related to the connectivity. To provide a formalism for relating network concepts to each other, we define three types of network concepts: fundamental-, conformity-based-, and approximate conformity-based concepts. Fundamental concepts include the standard definitions of connectivity, density, centralization, heterogeneity, clustering coefficient, and topological overlap. The approximate conformity-based analogs of fundamental network concepts have several theoretical advantages. First, they allow one to derive simple relationships between seemingly disparate networks concepts. For example, we derive simple relationships between the clustering coefficient, the heterogeneity, the density, the centralization, and the topological overlap. The second advantage of approximate conformity-based network concepts is that they allow one to show that fundamental network concepts can be approximated by simple functions of the connectivity in module networks. Conclusion Using protein-protein interaction, gene co-expression, and simulated data, we show that a) many networks comprised of module nodes are approximately factorizable and b) in these types of networks, simple relationships exist between seemingly disparate network concepts. Our results are implemented in freely available R software code, which can be downloaded from the following webpage: http://www.genetics.ucla.edu/labs/horvath/ModuleConformity/ModuleNetworks PMID:17547772

An Empirical Study of Relationships between Student Self-Concept and Science Achievement in Hong Kong

ERIC Educational Resources Information Center

Wang, Jianjun; Oliver, Steve; Garcia, Augustine

2004-01-01

Positive self-concept and good understanding of science are important indicators of scientific literacy endorsed by professional organizations. The existing research literature suggests that these two indicators are reciprocally related and mutually reinforcing. Generalization of the reciprocal model demands empirical studies in different…

Teaching for Conceptual Change in Space Science

ERIC Educational Resources Information Center

Brunsell, Eric; Marcks, Jason

2007-01-01

Nearly 20 years after the release of The Harvard-Smithsonian Center for Astrophysics' video, "A Private Universe", much research has been done in relation to students' understanding of space-science concepts and how to effectively change these ideas. However, student difficulties with basic space-science concepts still persist. This article will…

Muslim Egyptian and Lebanese Students' Conceptions of Biological Evolution

ERIC Educational Resources Information Center

BouJaoude, Saouma; Wiles, Jason R.; Asghar, Anila; Alters, Brian

2011-01-01

In this study, we investigated distinctions among the diversity of religious traditions represented by Lebanese and Egyptian Muslim high school students regarding their understanding and acceptance of biological evolution and how they relate the science to their religious beliefs. We explored secondary students' conceptions of evolution among…

First Results from the Light and Spectroscopy Concept Inventory

ERIC Educational Resources Information Center

Bardar, Erin M.

2008-01-01

This article presents results from a two-semester field test of the Light and Spectroscopy Concept Inventory (LSCI). Statistical analysis indicates that the LSCI has the sensitivity to measure statistically significant changes in students' understanding of light-related topics due to instruction in introductory astronomy courses and to distinguish…

Music and Piaget: Spinning a Slender Thread.

ERIC Educational Resources Information Center

Wohlwill, Joachim F.

Repeated but unadvised attempts have been made by music educators to relate the Piagetian concept of concrete operational thought to children's understanding of music. The attempts have been focused on the apparent link between the child's detection of invariance in musical patterns and the concept of conservation. These attempts are unadvised…

Improving Conceptions in Analytical Chemistry: The Central Limit Theorem

ERIC Educational Resources Information Center

Rodriguez-Lopez, Margarita; Carrasquillo, Arnaldo, Jr.

2006-01-01

This article describes the central limit theorem (CLT) and its relation to analytical chemistry. The pedagogic rational, which argues for teaching the CLT in the analytical chemistry classroom, is discussed. Some analytical chemistry concepts that could be improved through an understanding of the CLT are also described. (Contains 2 figures.)

Connections between Concepts Revealed by the Electronic Structure of Carbon Monoxide

ERIC Educational Resources Information Center

Liu, Ying; Liu, Bihui; Liu, Yue; Drew, Michael G. B.

2012-01-01

Different models for the electronic structure of carbon monoxide are suggested in influential textbooks. Therefore, this electronic structure offers an interesting subject in teaching because it can be used as an example to relate seemingly conflicting concepts. Understanding the connections between ostensibly different methods and between…

Understanding and Applying Psychology through Use of News Clippings.

ERIC Educational Resources Information Center

Rider, Elizabeth A.

1992-01-01

Discusses a student project for psychology courses in which students collect newspaper clippings that illustrate psychological concepts. Explains that the students record the source and write a brief description of the clipping, explaining how it relates to a psychological concept or theory. Includes results of student evaluations of the…

Conceptual Level of Understanding about Sound Concept: Sample of Fifth Grade Students

ERIC Educational Resources Information Center

Bostan Sarioglan, Ayberk

2016-01-01

In this study, students' conceptual change processes related to the sound concept were examined. Study group was comprises of 325 fifth grade middle school students. Three multiple-choice questions were used as the data collection tool. At the data analysis process "scientific response", "scientifically unacceptable response"…

I Bet You Thought...

ERIC Educational Resources Information Center

Friedman, David H.

The booklet lists and dispels 14 economic myths through a discussion of money, economic concepts, and the Federal Reserve System. The objective is to help secondary students or adults understand the economic system as related to money and banking. Topics focus on money, banking, gold and silver, credit, government role, financial concepts, and…

Students' Alternative Conceptions of Tropical Cyclone Causes and Processes

ERIC Educational Resources Information Center

Lane, Rod; Coutts, Pamela

2012-01-01

While Shulman argues that an important component of pedagogical content knowledge (PCK) is teachers' understanding of the alternative conceptions commonly held by students, relatively little is known about what students believe about many topics in the school curriculum. This paper focuses on a content area typically featured in Geography…

Social Studies: Semester Electives for Grade 12. Advanced Economics--Advanced Government.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of General Education Curriculum Development.

Major concepts and generalizations related to economics and American government are presented. The syllabus is intended for 12th grade social studies teachers. Using the guide, teachers develop and implement strategies which will help students understand more advanced economic and political concepts. Introductory sections provide an overview of…

Self-Concept, Disposition, and Resilience of Poststroke Filipino Elderly with Residual Paralysis

ERIC Educational Resources Information Center

de Guzman, Allan B.; Tan, Eleanor Lourdes C.; Tan, Ernestine Faye S.; Tan, Justin Ryan L.; Tan, Mervyn C.; Tanciano, Daris Mae M.; Lee Say, Matthew L. Tang

2012-01-01

The interplay among self-concept, disposition, and resilience mirrors how the condition affects the emotional status of poststroke Filipino elderly with residual paralysis. Despite healthcare professionals' understanding of these clients' physical conditions, little is known regarding these clients' emotional health status related to stroke.…

An Investigation on Students' Perceptions of Biodiversity

ERIC Educational Resources Information Center

Yorek, Nurettin; Aydin, Halil; Ugulu, Ilker; Dogan, Yunus

2008-01-01

In this study, pupils' constructions of some concepts related to biodiversity like classifying living things, variation in living things and ecosystem elements, and the concept of life were investigated in the light of constructivist theory of learning. For this purpose, a biological diversity conceptual understanding test formed by a series of…

The Distributive Property in Grade 3?

ERIC Educational Resources Information Center

Benson, Christine C.; Wall, Jennifer J.; Malm, Cheryl

2013-01-01

The Common Core State Standards for Mathematics (CCSSM) call for an in depth, integrated look at elementary school mathematical concepts. Some topics have been realigned to support an integration of topics leading to conceptual understanding. For example, the third-grade standards call for relating the concept of area (geometry) to multiplication…

Assessing student understanding of host pathogen interactions using a concept inventory.

PubMed

Marbach-Ad, Gili; Briken, Volker; El-Sayed, Najib M; Frauwirth, Kenneth; Fredericksen, Brenda; Hutcheson, Steven; Gao, Lian-Yong; Joseph, Sam; Lee, Vincent T; McIver, Kevin S; Mosser, David; Quimby, B Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C; Yuan, Robert T; Smith, Ann C

2009-01-01

As a group of faculty with expertise and research programs in the area of host-pathogen interactions (HPI), we are concentrating on students' learning of HPI concepts. As such we developed a concept inventory to measure level of understanding relative to HPI after the completion of a set of microbiology courses (presently eight courses). Concept inventories have been useful tools for assessing student learning, and our interest was to develop such a tool to measure student learning progression in our microbiology courses. Our teaching goal was to create bridges between our courses which would eliminate excessive overlap in our offerings and support a model where concepts and ideas introduced in one course would become the foundation for concept development in successive courses. We developed our HPI concept inventory in several phases. The final product was an 18-question, multiple-choice concept inventory. In fall 2006 and spring 2007 we administered the 18-question concept inventory in six of our courses. We collected pre- and postcourse surveys from 477 students. We found that students taking pretests in the advanced courses retained the level of understanding gained in the general microbiology prerequisite course. Also, in two of our courses there was significant improvement on the scores from pretest to posttest. As we move forward, we will concentrate on exploring the range of HPI concepts addressed in each course and determine and/or create effective methods for meaningful student learning of HPI aspects of microbiology.

The understanding of core pharmacological concepts among health care students in their final semester.

PubMed

Aronsson, Patrik; Booth, Shirley; Hägg, Staffan; Kjellgren, Karin; Zetterqvist, Ann; Tobin, Gunnar; Reis, Margareta

2015-12-29

The overall aim of the study was to explore health care students´ understanding of core concepts in pharmacology. An interview study was conducted among twelve students in their final semester of the medical program (n = 4), the nursing program (n = 4), and the specialist nursing program in primary health care (n = 4) from two Swedish universities. The participants were individually presented with two pharmacological clinically relevant written patient cases, which they were to analyze and propose a solution to. Participants were allowed to use the Swedish national drug formulary. Immediately thereafter the students were interviewed about their assessments. The interviews were audio-recorded and transcribed verbatim. A thematic analysis was used to identify units of meaning in each interview. The units were organized into three clusters: pharmacodynamics, pharmacokinetics, and drug interactions. Subsequent procedure consisted of scoring the quality of students´ understanding of core concepts. Non-parametric statistics were employed. The study participants were in general able to define pharmacological concepts, but showed less ability to discuss the meaning of the concepts in depth and to implement these in a clinical context. The participants found it easier to grasp concepts related to pharmacodynamics than pharmacokinetics and drug interactions. These results indicate that education aiming to prepare future health care professionals for understanding of more complex pharmacological reasoning and decision-making needs to be more focused and effective.

Interpreting Association from Graphical Displays

ERIC Educational Resources Information Center

Fitzallen, Noleine

2016-01-01

Research that has explored students' interpretations of graphical representations has not extended to include how students apply understanding of particular statistical concepts related to one graphical representation to interpret different representations. This paper reports on the way in which students' understanding of covariation, evidenced…

An Insight towards Conceptual Understanding: Looking into the Molecular Structures of Compounds

ERIC Educational Resources Information Center

Uyulgan, Melis Arzu; Akkuzu, Nalan

2016-01-01

The subject of molecular structures is one of the most important and complex subject in chemistry which a majority of the undergraduate students have difficulties to understand its concepts and characteristics correctly. To comprehend the molecular structures and their characteristics the students need to understand related subjects such as Lewis…

Connecting Bourdieu, Winnicott, and Honneth: Understanding the Experiences of Non-Traditional Learners through an Interdisciplinary Lens

ERIC Educational Resources Information Center

West, Linden; Fleming, Ted; Finnegan, Fergal

2013-01-01

This paper connects Bourdieu's concepts of habitus, dispositions and capital with a psychosocial analysis of how Winnicott's psychoanalysis and Honneth's recognition theory can be of importance in understanding how and why non-traditional students remain in higher education. Understanding power relations in an interdisciplinary way makes…

The Cool Club: Creating engaging, experimental and creative encounters between young minds and polar researchers at SPRI

NASA Astrophysics Data System (ADS)

Weeks, S. M.; Pope, A.

2011-12-01

Whilst the scientific case for current climate change is compelling, the consequences of climate change have largely failed to permeate through to individuals. This lack of public awareness of the science and the potential impacts could be considered a key obstacle to action. The possible reasons for such limited success centre on the issue that climate change is a complex subject, and that a wide ranging academic, political and social research literature on the science and wider implications of climate change has failed to communicate the key issues in an accessible way. These failures to adequately communicate both the science and the social science of climate change at a number of levels results in ';communication gaps' that act as fundamental barriers to both understanding and engagement with the issue. Meyer and Land (2003) suggest that learners can find certain ideas and concepts within a discipline difficult to understand and these act as a barrier to deeper understanding of a subject. To move beyond these threshold concepts, they suggest that the expert needs to support the learner through a range of learning experiences that allows the development of learning strategies particular to the individual. Meyer and Land's research into these threshold concepts has been situated within Economics, but has been suggested to be more widely applicable though there has been no attempt to either define or evaluate threshold concepts to climate change science. By identifying whether common threshold concepts exist specifically in climate science for cohorts of either formal or informal learners, scientists will be better able to support the public in understanding these concepts by changing how the knowledge is communicated to help overcome these barriers to learning. This paper reports on the findings of a study that examined the role of threshold concepts as barriers to understanding climate science in a UK University and considers its implications for wider scientific engagement with the public to develop climate literacy. The analysis of 3 successive cohorts of students' journals who followed the same degree module identified that threshold concepts do exist within the field, such as those related to: role of ocean circulation, use of proxy indicators, forcing factors and feedback mechanisms. Once identified, the study looked at possible strategies to overcome these barriers to support student climate literacy. It concluded that the use of threshold concepts could be problematic when trying to improve climate literacy, as each individual has their own concepts they find ';troublesome' that do not necessarily relate to others. For scientists this presents the difficulty of how to develop a strategy that supports the individual that is cost and time effective. However, the study identifies that eLearning can be used effectively to help people understand troublesome knowledge.

Energy Concept Understanding of High School Students: A Cross-Grade Study

ERIC Educational Resources Information Center

Takaoglu, Zeynep Baskan

2018-01-01

Energy is a difficult concept to be understood by students of all levels. Thus, the aim of the study is to determine how high school students at different levels perceive the energy and related concepts. In line with this purpose, 173 students in total of which 57 ones of the 9th grade, 94 ones of the 10th grade and 22 ones of the 11th grade…

AN INVESTIGATION AND DEVELOPMENT OF THE CLUSTER CONCEPT AS A PROGRAM IN VOCATIONAL EDUCATION AT THE SECONDARY SCHOOL LEVEL--FINAL REPORT, PHASE 1.

ERIC Educational Resources Information Center

MALEY, DONALD

THE INVESTIGATION AND DEVELOPMENT OF THE CLUSTER CONCEPT AS A PROGRAM IN VOCATIONAL EDUCATION AT THE SECONDARY SCHOOL LEVEL WERE REPORTED. THE "CLUSTER CONCEPT" PROGRAM IS AIMED AT THE DEVELOPMENT OF SKILLS AND UNDERSTANDINGS RELATED TO A NUMBER OF ALLIED FIELDS, AND WOULD PREPARE THE PERSON TO ENTER INTO A FAMILY OF OCCUPATIONS RATHER…

Is case-based learning an effective teaching strategy to challenge students' alternative conceptions regarding chemical kinetics?

NASA Astrophysics Data System (ADS)

Yalçınkaya, Eylem; Taştan-Kırık, Özgecan; Boz, Yezdan; Yıldıran, Demet

2012-07-01

Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students have generally low levels of conceptual understanding and many alternative conceptions regarding it. Purpose: This study aimed to explore the effect of CBL on dealing with students' alternative conceptions about chemical kinetics. Sample: The sample consists of 53 high school students from one public high school in Turkey. Design and methods : Nonequivalent pre-test and post-test control group design was used. Reaction Rate Concept Test and semi-structured interviews were used for data collection. Convenience sampling technique was followed. For data analysis, the independent samples t-test and ANOVA was performed. Results : Both concept test and interview results showed that students instructed with cases had better understanding of core concepts of chemical kinetics and had less alternative conceptions related to the subject matter compared to the control group students, despite the fact that it was impossible to challenge all the alternative conceptions in the experimental group. Conclusions: CBL is an effective teaching method for challenging students' alternative conceptions in the context of chemical kinetics. Since using cases in small groups and whole class discussions has been found to be an effective way to cope with the alternative conceptions, it can be applied to other subjects and grade levels in high schools with a higher sample size. Furthermore, the effect of this method on academic achievement, motivation and critical thinking skills are other variables that can be investigated for future studies in the subject area of chemistry.

Aural mapping of STEM concepts using literature mining

NASA Astrophysics Data System (ADS)

Bharadwaj, Venkatesh

Recent technological applications have made the life of people too much dependent on Science, Technology, Engineering, and Mathematics (STEM) and its applications. Understanding basic level science is a must in order to use and contribute to this technological revolution. Science education in middle and high school levels however depends heavily on visual representations such as models, diagrams, figures, animations and presentations etc. This leaves visually impaired students with very few options to learn science and secure a career in STEM related areas. Recent experiments have shown that small aural clues called Audemes are helpful in understanding and memorization of science concepts among visually impaired students. Audemes are non-verbal sound translations of a science concept. In order to facilitate science concepts as Audemes, for visually impaired students, this thesis presents an automatic system for audeme generation from STEM textbooks. This thesis describes the systematic application of multiple Natural Language Processing tools and techniques, such as dependency parser, POS tagger, Information Retrieval algorithm, Semantic mapping of aural words, machine learning etc., to transform the science concept into a combination of atomic-sounds, thus forming an audeme. We present a rule based classification method for all STEM related concepts. This work also presents a novel way of mapping and extracting most related sounds for the words being used in textbook. Additionally, machine learning methods are used in the system to guarantee the customization of output according to a user's perception. The system being presented is robust, scalable, fully automatic and dynamically adaptable for audeme generation.

Cultural concepts of the person and mental health in Africa.

PubMed

Kpanake, Lonzozou

2018-04-01

People in different cultures have different concepts of the person that underlie self-understanding and self-representation. These concepts influence many aspects of individuals' life experience, including illness and expectations toward recovery. Psychotherapies aim to promote adaptive change in experience and behavior. This goal is embedded in a social and cultural context that promotes or sanctions a particular notion of personhood. If every system of psychotherapy depends on implicit models of personhood, which varies cross-culturally, then the goals and methods of therapeutic change must consider the cultural concept of the person. This paper reviews cultural concepts of the person in relation to communal values, practices, and systems of thought observed across many African cultural contexts. It presents a practical framework that can inform therapists working with African clients. Many African cultures promote a relational-oriented personhood, in which an individual manifests his or her personhood through connections to three distinct forms of agency: (a) spiritual agency, including God, ancestors, and spirits that influence the person; (b) social agency, including the family, the clan, and the community, with extension to humanity; and (c) self-agency, which is responsible for the person's inner experience. This distinctive form of personhood underlies concepts of the "normal" person, understandings of mental illness, help-seeking behavior, and clients' needs and expectations. Implications of this cultural concept of the person for psychotherapy with African clients are discussed.

Understanding Rolle's Theorem

ERIC Educational Resources Information Center

Parameswaran, Revathy

2009-01-01

This paper reports on an experiment studying twelfth grade students' understanding of Rolle's Theorem. In particular, we study the influence of different concept images that students employ when solving reasoning tasks related to Rolle's Theorem. We argue that students' "container schema" and "motion schema" allow for rich…

Uncovering Astronomy Students’ Understandings of the Age of the Universe: A Literature Review

NASA Astrophysics Data System (ADS)

Grundstrom, Erika; Slater, T.; Stassun, K.

2008-05-01

Most education reform documents describing what students should understand about astronomy include concepts surrounding the immense size scale and ancient age of our Universe. If an appreciation for "deep time” is needed to develop mastery of astronomical concepts, then astronomy educators need to become aware of how students, and the general public, think about concepts of immense timescales. As a first step toward addressing this issue, we conducted a survey of the educational research literature on students’ conceptions of long timescales. Most recent research efforts have focused on two strategies. One is to show figures illustrating geologic strata to students who are asked to determine the sequence of events based on the concepts of original horizontality and superposition with younger sediments overlying older sediments. The other research design is to employ a card-sorting technique where people are asked to arrange events in order in relative sequence and sometimes asked to space them on a timeline. The key finding is that students can often place historical events in the correct relative order but are unable to place them with correct relative spacing or accurate absolute dates. Other findings are that current research does not reveal gender or racial biases in student thinking and it does not show that students always distinguish between the Big Bang and the formation of the Sun or Earth. It is clear that researchers in earth science education have not focused on cosmological time frames, only geologic time frames, thus leaving an important deficit in the literature. Prior to turning our attention to curriculum materials development focused on improving student understanding of long timescales in astronomy, we plan to expand these studies to include cosmological events.

Nurses' policy influence: A concept analysis.

PubMed

Arabi, Akram; Rafii, Forough; Cheraghi, Mohammad Ali; Ghiyasvandian, Shahrzad

2014-05-01

Nurses' influence on health policy protects the quality of care by access to required recourses and opportunities. This is a new and important concept for nursing; however, research studies on policy influence of nurses in health care sector are lacking a basic conceptual understanding of what this concept represents. The aim of this paper is to clarify the concept of nurses' policy influence and to propose the definition of this concept, considering the context of Iran. The eight stages of Walker and Avant approach was used to guide this concept analysis. Various databases and internet engines were searched to find all related information about the concept. Textbooks were also searched manually. English language literature reports published between 1990 and 2012 were reviewed. Based on the analysis undertaken, nurses' policy influence is nurses' ability in influencing decisions and affairs related to health through political knowledge, effective communication, and collaboration with other members of the health team, which results in the improvement of nurses' job environment and increases patient outcomes. This is a dynamic process situated on a spectrum and is accompanied with nurses' knowledge, competency, power, and advocacy, and also their ability to change. Nurses have individual views on health care issues and influence health care policies in different ways. With a common understanding of nurses' policy influence as a concept, nurses will recognize the importance of policy making in the health sector and their influence on this process and also on patients' outcomes.

Native American Students' Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students' Understanding of Earth's Geologic History

ERIC Educational Resources Information Center

Nam, Younkyeong; Karahan, Engin; Roehrig, Gillian

2016-01-01

Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American--particularly Ojibwe tribe--students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also…

Time on Your Hands: Modeling Time

ERIC Educational Resources Information Center

Finson, Kevin; Beaver, John

2007-01-01

Building physical models relative to a concept can be an important activity to help students develop and manipulate abstract ideas and mental models that often prove difficult to grasp. One such concept is "time". A method for helping students understand the cyclical nature of time involves the construction of a Time Zone Calculator through a…

Developing Conceptions of Fair Contest Procedures and the Understanding of Skill and Luck.

ERIC Educational Resources Information Center

Thorkildsen, Theresa A.; White-McNulty, Lisa

2002-01-01

Contrary to assumptions about aversive effects of competition on achievement motivation, in this study young people saw academic contests as fair. When participants completed structural interviews on fair ways to organize science contests and on differentiation of skill and luck, age-related trends in their conceptions of procedural justice were…

Lagrange Multipliers, Adjoint Equations, the Pontryagin Maximum Principle and Heuristic Proofs

ERIC Educational Resources Information Center

Ollerton, Richard L.

2013-01-01

Deeper understanding of important mathematical concepts by students may be promoted through the (initial) use of heuristic proofs, especially when the concepts are also related back to previously encountered mathematical ideas or tools. The approach is illustrated by use of the Pontryagin maximum principle which is then illuminated by reference to…

An Analysis of Prospective Science Teachers' Understanding of the Nature of Science.

ERIC Educational Resources Information Center

Ogunniyi, M. B.

1982-01-01

An instrument was developed to measure conceptions of the language of science held by prospective Nigerian science teachers (N=106) relative to conceptions held by seven selected science philosophers (Carnap, Frank, Hempel, Kemeny, Nagel, Nash, and Popper). Subjects did not endorse the language of science associated with a particular philosopher.…

Students' Understanding of the Concept of Interface in a Situated Context

ERIC Educational Resources Information Center

Boustedt, Jonas

2009-01-01

The current paper describes an empirical study with the aim of producing insights about how students experience programming and software engineering. The research aims to investigate the students' world, and hence, we have chosen a phenomenographic approach. Our questions focus on the students' experiences of concepts related to a realistic…

Body Partonomy: How Children Partition the Human Body.

ERIC Educational Resources Information Center

Johnson, Carl Nils; Kendrick, Kimberly

1984-01-01

Concepts of body parts and their relationships were assessed in children ages three, four, and five, as well as in adults. Three specific questions were addressed: (1) What do children understand about such "partonomic" relations? (2) Is there an order in the acquisition of partonomic concepts? and (3) Do children exhibit any confusions in their…

Malaysian Teachers' Conceptions and Uses of Digital Technology in English Writing Instruction: A Multiple Case Study

ERIC Educational Resources Information Center

Mohamed Razali, Abu Bakar

2013-01-01

Very little is known about how teachers' "conceptualizations" of digital technology and their "uses" of the technology evolve and relate. Yet knowing about and understanding teachers' conceptions and uses of digital technology are essential for learning how teachers integrate it effectively for student learning. By applying…

Assessment of Electrochemical Concepts: A Comparative Study Involving Senior High-School Students in Indonesia and Japan

ERIC Educational Resources Information Center

Rahayu, Sri; Treagust, David F.; Chandrasegaran, A. L.; Kita, Masakazu; Ibnu, Suhadi

2011-01-01

Background and purpose: This study investigated Indonesian and Japanese senior high-school students' understanding of electrochemistry concepts. Sample: The questionnaire was administered to 244 Indonesian and 189 Japanese public senior high-school students. Design and methods: An 18-item multiple-choice questionnaire relating to five conceptual…

Applying Threshold Concepts Theory to an Unsettled Field: An Exploratory Study in Criminal Justice Education

ERIC Educational Resources Information Center

Wimshurst, Kerry

2011-01-01

Criminal justice education is a relatively new program in higher education in many countries, and its curriculum and parameters remain unsettled. An exploratory study investigated whether threshold concepts theory provided a useful lens by which to explore student understandings of this multidisciplinary field. Eight high-performing final-year…

Seeking Evidence for "Curricular Relevancy" within Undergraduate, Liberal Arts Chemistry Textbooks

ERIC Educational Resources Information Center

Naughton, Wendy; Schreck, James; Heikkinen, Henry

2008-01-01

Interviews with representatives of nine municipal agencies involved in air-quality education were analyzed for concepts and skills perceived as important for citizens in addressing air-quality concerns. Interviewees focused mainly on general air quality-related understandings (60.2%), although cognitive skills (22.0%) and specific concepts (17.8%)…

Integrated nursery pest management

Treesearch

R. Kasten Dumroese

2012-01-01

What is integrated pest management? Take a look at the definition of each word to better understand the concept. Two of the words (integrated and management) are relatively straightforward. Integrated means to blend pieces or concepts into a unified whole, and management is the wise use of techniques to successfully accomplish a desired outcome. A pest is any biotic (...

Biodiversity and the lexicon zoo.

Treesearch

B.G. Marcot

2007-01-01

Ecologists and natural resource managers struggle to define and relate biodiversity, biocomplexity, ecological integrity, ecosystem services, and related concepts; to describe effects of disturbance dynamics on biodiversity; and to understand how biodiversity relates to resilience, resistance, and stability of ecosystems and sustainability of resource conditions. To...

Students' Images and Their Understanding of Definitions of the Limit of a Sequence

ERIC Educational Resources Information Center

Roh, Kyeong Hah

2008-01-01

There are many studies on the role of images in understanding the concept of limit. However, relatively few studies have been conducted on how students' understanding of the rigorous definition of limit is influenced by the images of limit that the students have constructed through their previous learning. This study explored how calculus…

Developing Intercultural Understanding for Study Abroad: Students' and Teachers' Perspectives on Pre-Departure Intercultural Learning

ERIC Educational Resources Information Center

Holmes, P.; Bavieri, L.; Ganassin, S.

2015-01-01

This study reports on students' and teachers' perspectives on a programme designed to develop Erasmus students' intercultural understanding prior to going abroad. We aimed to understand how students and their teachers perceived pre-departure materials in promoting their awareness of key concepts related to interculturality (e.g., essentialism,…

A Qualitative Study of Urban and Suburban Elementary Student Understandings of Pest-Related Science and Agricultural Education Benchmarks.

ERIC Educational Resources Information Center

Trexler, Cary J.

2000-01-01

Clinical interviews with nine fifth graders revealed that experiences play a pivotal role in their understanding of pests. They lack well-developed schema and language to discuss pest management. A foundation of core biological concepts was necessary for understanding pests and pest management. (Conatains 34 references.) (SK)

Participation and occupation in occupational therapy models of practice: A discussion of possibilities and challenges.

PubMed

Larsson-Lund, Maria; Nyman, Anneli

2017-11-01

Occupation has been the focus in occupational therapy practice to greater or lesser degrees from a historical viewpoint. This evokes a need to discuss whether concepts that are added to our field will enhance or blur our focus on occupation. To explore how the concept of participation in the International Classification of Functioning, Disability and Health (ICF) is related to the concept of occupation by reviewing and comparing its use in three models of practice within occupational therapy. The aim was also to generate discussion on possibilities and challenges concerning the relationship of participation and occupation. The models reviewed were The Model of Human Occupation (MOHO), the Canadian Model of Occupational Performance and Engagement (CMOP-E) and the Occupational Therapy Intervention Process Model (OTIPM). The concept of participation was related to occupation in different ways in these models. Based on the review some challenges and considerations for occupational therapy were generated. Relating the concept of participation from the ICF to the concept of occupation in models of practice can be challenging. At the same time, relating the concepts can be a resource to develop occupational therapy and the understanding of occupational issues in society.

Early Understanding of Equality

ERIC Educational Resources Information Center

Leavy, Aisling; Hourigan, Mairéad; McMahon, Áine

2013-01-01

Quite a bit of the arithmetic in elementary school contains elements of algebraic reasoning. After researching and testing a number of instructional strategies with Irish third graders, these authors found effective methods for cultivating a relational concept of equality in third-grade students. Understanding equality is fundamental to algebraic…

Brain Wave Biofeedback: Benefits of Integrating Neurofeedback in Counseling

ERIC Educational Resources Information Center

Myers, Jane E.; Young, J. Scott

2012-01-01

Consistent with the "2009 Standards" of the Council for Accreditation of Counseling and Related Educational Programs, counselors must understand neurobiological behavior in individuals of all developmental levels. This requires understanding the brain and strategies for applying neurobiological concepts in counseling practice, training, and…

Impact of Math Snacks Games on Students' Conceptual Understanding

ERIC Educational Resources Information Center

Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.

2016-01-01

This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…

Developing focused wellness programs: using concept analysis to increase business value.

PubMed

Byczek, Lance; Kalina, Christine M; Levin, Pamela F

2003-09-01

Concept analysis is a useful tool in providing clarity to an abstract idea as well as an objective basis for developing wellness program products, goals, and outcomes. To plan for and develop successful wellness programs, it is critical for occupational health nurses to clearly understand a program concept as applied to a particular community or population. Occupational health nurses can use the outcome measures resulting from the concept analysis process to help demonstrate the business value of their wellness programs. This concept analysis demonstrates a predominance of the performance related attributes of fitness in the scientific literature.

The understanding of the concept of 'rest' in the management of a sports concussion by physical therapy students: a descriptive study.

PubMed

Sullivan, S John; Alla, Sridhar; Lee, Hopin; Schneiders, Anthony G; Ahmed, Osman Hassan; McCrory, Paul R

2012-11-01

To investigate physical therapy students' understanding of the concept of rest following a sport concussion and to ascertain if this understanding changes following a lecture based on current best practice concussion knowledge. Pre-post observational survey. University classroom setting. A cohort of 118 (40 male, 78 female) physical therapy students participating in volunteer sports medic training. Participants provided 320 (pre) and 350 (post) responses depicting activities which should be restricted following a concussion. The responses were classified into three rest-related categories: 'Physical rest', 'Cognitive rest' and 'Mixed' (a combination of physical and cognitive rest). Pre-lecture, approximately 74% of the student's responses were categorized as Physical rest, and 25% under Mixed. There was a shift in the response pattern post-lecture, with 96% of the responses falling in the Mixed category. The results of the study highlight a lack of understanding of the concept of cognitive rest in concussion management among trainee sport medics. The need for wider dissemination of this concept as recommended by the recent consensus statement on sports concussion is indicated. Copyright © 2011 Elsevier Ltd. All rights reserved.

Recent advances in thermoregulation.

PubMed

Tansey, Etain A; Johnson, Christopher D

2015-09-01

Thermoregulation is the maintenance of a relatively constant core body temperature. Humans normally maintain a body temperature at 37°C, and maintenance of this relatively high temperature is critical to human survival. This concept is so important that control of thermoregulation is often the principal example cited when teaching physiological homeostasis. A basic understanding of the processes underpinning temperature regulation is necessary for all undergraduate students studying biology and biology-related disciplines, and a thorough understanding is necessary for those students in clinical training. Our aim in this review is to broadly present the thermoregulatory process taking into account current advances in this area. First, we summarize the basic concepts of thermoregulation and subsequently assess the physiological responses to heat and cold stress, including vasodilation and vasoconstriction, sweating, nonshivering thermogenesis, piloerection, shivering, and altered behavior. Current research is presented concerning the body's detection of thermal challenge, peripheral and central thermoregulatory control mechanisms, including brown adipose tissue in adult humans and temperature transduction by the relatively recently discovered transient receptor potential channels. Finally, we present an updated understanding of the neuroanatomic circuitry supporting thermoregulation. Copyright © 2015 The American Physiological Society.

Unpacking the species conundrum: philosophy, practice and a way forward.

PubMed

Shanker, Kartik; Vijayakumar, S P; Ganeshaiah, K N

2017-07-01

The history of ecology and evolutionary biology is rife with attempts to define and delimit species. However, there has been confusion between concepts and criteria, which has led to discussion, debate, and conflict, eventually leading to lack of consistency in delimitation. Here, we provide a broad review of species concepts, a clarification of category versus concept, an account of the general lineage concept (GLC), and finally a way forward for species discovery and delimitation. Historically, species were considered as varieties bound together by reproduction. After over 200 years of uncertainty, Mayr attempted to bring coherence to the definition of species through the biological species concept (BSC). This has, however, received much criticism, and the last half century has spawned at least 20 other concepts. A central philosophical problem is that concepts treat species as 'individuals' while the criteria for categorization treats them as 'classes'. While not getting away from this problem entirely, the GLC attempts to provide a framework where lineage divergence is influenced by a number of different factors (and correlated to different traits) which relate to the different species concepts. We also introduce an 'inclusive' probabilistic approach for understanding and delimiting species. Finally, we provide aWallacean (geography related) approach to the Linnaean problem of identifying and delimiting species, particularly for cases of allopatric divergence, and map this to the GLC. Going one step further, we take a morphometric terrain approach to visualizing and understanding differences between lineages. In summary, we argue that while generalized frameworks may work well for concepts of what species are, plurality and 'inclusive' probabilistic approaches may work best for delimitation.

Patient Turnover: A Concept Analysis.

PubMed

VanFosson, Christopher A; Yoder, Linda H; Jones, Terry L

Patient turnover influences the quality and safety of patient care. However, variations in the conceptual underpinnings of patient turnover limit the understanding of the phenomenon. A concept analysis was completed to clarify the role of patient turnover in relation to outcomes in the acute care hospital setting. The defining attributes, antecedents, consequences, and empirical referents of patient turnover were proposed. Nursing leaders should account for patient turnover in workload and staffing calculations. Further research is needed to clarify the influence of patient turnover on the quality and safety of nursing care using a unified understanding of the phenomenon.

Students' understandings of electrochemistry

NASA Astrophysics Data System (ADS)

O'Grady-Morris, Kathryn

Electrochemistry is considered by students to be a difficult topic in chemistry. This research was a mixed methods study guided by the research question: At the end of a unit of study, what are students' understandings of electrochemistry? The framework of analysis used for the qualitative and quantitative data collected in this study was comprised of three categories: types of knowledge used in problem solving, levels of representation of knowledge in chemistry (macroscopic, symbolic, and particulate), and alternative conceptions. Although individually each of the three categories has been reported in previous studies, the contribution of this study is the inter-relationships among them. Semi-structured, task-based interviews were conducted while students were setting up and operating electrochemical cells in the laboratory, and a two-tiered, multiple-choice diagnostic instrument was designed to identify alternative conceptions that students held at the end of the unit. For familiar problems, those involving routine voltaic cells, students used a working-forwards problem-solving strategy, two or three levels of representation of knowledge during explanations, scored higher on both procedural and conceptual knowledge questions in the diagnostic instrument, and held fewer alternative conceptions related to the operation of these cells. For less familiar problems, those involving non-routine voltaic cells and electrolytic cells, students approached problem-solving with procedural knowledge, used only one level of representation of knowledge when explaining the operation of these cells, scored higher on procedural knowledge than conceptual knowledge questions in the diagnostic instrument, and held a greater number of alternative conceptions. Decision routines that involved memorized formulas and procedures were used to solve both quantitative and qualitative problems and the main source of alternative conceptions in this study was the overgeneralization of theory related to the particulate level of representation of knowledge. The findings from this study may contribute further to our understanding of students' conceptions in electrochemistry. Furthermore, understanding the influence of the three categories in the framework of analysis and their inter-relationships on how students make sense of this field may result in a better understanding of classroom practice that could promote the acquisition of conceptual knowledge --- knowledge that is "rich in relationships".

Technology in the curriculum: A vehicle for the development of children's understanding of science concepts through problem solving

NASA Astrophysics Data System (ADS)

Jane, Beverley; Smith, Leanne

1992-12-01

This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating in a sequence of technology activities. Since the introduction into Victorian primary schools of The Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge. Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration of the related science concepts. The project identified the importance of challenge in relation to the children's involvement in the technology activities and the conference paper (available from the first author) discusses particular topics in terms of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990)

Development of Probabilistic Understanding in Fourth Grade

ERIC Educational Resources Information Center

English, Lyn D.; Watson, Jane M.

2016-01-01

The authors analyzed the development of 4th-grade students' understanding of the transition from experimental relative frequencies of outcomes to theoretical probabilities with a focus on the foundational statistical concepts of variation and expectation. After observing the decreasing variation from the theoretical probability as the sample size…

Development and analysis of spectroscopic learning tools and the light and spectroscopy concept inventory for introductory college astronomy

NASA Astrophysics Data System (ADS)

Bardar, Erin M.

Electromagnetic radiation is the fundamental carrier of astronomical information. Spectral features serve as the fingerprints of the universe, revealing many important properties of objects in the cosmos such as temperature, elemental compositions, and relative motion. Because of its importance to astronomical research, the nature of light and the electromagnetic spectrum is by far the most universally covered topic in astronomy education. Yet, to the surprise and disappointment of instructors, many students struggle to understand underlying fundamental concepts related to light and spectroscopic phenomena. This dissertation describes research into introductory college astronomy students' understanding of light and spectroscopy concepts, through the development and analysis of both instructional materials and an assessment instrument. The purpose of this research was two-fold: (1) to develop a novel suite of spectroscopic learning tools that enhance student understanding of light and spectroscopy and (2) to design and validate a Light and Spectroscopy Concept Inventory (LSCI) with the sensitivity to distinguish the relative effectiveness of various teaching interventions within the context of introductory college astronomy. Through a systematic investigation that included multiple rounds of clinical interviews, open-ended written surveys, and multiple-choice testing, introductory college astronomy students' commonly held misconceptions and reasoning difficulties were explored for concepts relating to: (1) The nature of the electromagnetic spectrum, including the interrelationships of wavelength, frequency, energy, and speed; (2) interpretation of Doppler shift; (3) properties of blackbody radiation; and (4) the connection between spectral features and underlying physical processes. These difficulties guided the development of instructional materials including six unique "homelab" exercises, a binocular spectrometer, a spectral analysis software tool, and the 26-question Light and Spectroscopy Concept Inventory (LSCI). In the fall of 2005, a multi-institution field-test of the LSCI was conducted with student examinees from 14 course sections at 11 colleges and universities employing various instructional techniques. Through statistical analysis, the inventory was proven to be a reliable (Cronbach's alpha = 0.77) and valid assessment instrument that was able to illustrate statistically significant learning gains (p < 0.05) for most course sections, with students utilizing our suite of instructional materials exhibiting among the highest performance gains (Effect Size = 1.31).

Essential concepts and underlying theories from physics, chemistry, and mathematics for "biochemistry and molecular biology" majors.

PubMed

Wright, Ann; Provost, Joseph; Roecklein-Canfield, Jennifer A; Bell, Ellis

2013-01-01

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members from around the country. The workshops have focused on developing lists of Core Principles or Foundational Concepts in Biochemistry and Molecular Biology, a list of foundational skills, and foundational concepts from Physics, Chemistry, and Mathematics that all Biochemistry or Molecular Biology majors must understand to complete their major coursework. The allied fields working group created a survey to validate foundational concepts from Physics, Chemistry, and Mathematics identified from participant feedback at various workshops. One-hundred twenty participants responded to the survey and 68% of the respondents answered yes to the question: "We have identified the following as the core concepts and underlying theories from Physics, Chemistry, and Mathematics that Biochemistry majors or Molecular Biology majors need to understand after they complete their major courses: 1) mechanical concepts from Physics, 2) energy and thermodynamic concepts from Physics, 3) critical concepts of structure from chemistry, 4) critical concepts of reactions from Chemistry, and 5) essential Mathematics. In your opinion, is the above list complete?" Respondents also delineated subcategories they felt should be included in these broad categories. From the results of the survey and this analysis the allied fields working group constructed a consensus list of allied fields concepts, which will help inform Biochemistry and Molecular Biology educators when considering the ASBMB recommended curriculum for Biochemistry or Molecular Biology majors and in the development of appropriate assessment tools to gauge student understanding of how these concepts relate to biochemistry and molecular biology. © 2013 by The International Union of Biochemistry and Molecular Biology.

Student perception and conceptual development as represented by student mental models of atomic structure

NASA Astrophysics Data System (ADS)

Park, Eun Jung

The nature of matter based upon atomic theory is a principal concept in science; hence, how to teach and how to learn about atoms is an important subject for science education. To this end, this study explored student perceptions of atomic structure and how students learn about this concept by analyzing student mental models of atomic structure. Changes in student mental models serve as a valuable resource for comprehending student conceptual development. Data was collected from students who were taking the introductory chemistry course. Responses to course examinations, pre- and post-questionnaires, and pre- and post-interviews were used to analyze student mental models of atomic structure. First, this study reveals that conceptual development can be achieved, either by elevating mental models toward higher levels of understanding or by developing a single mental model. This study reinforces the importance of higher-order thinking skills to enable students to relate concepts in order to construct a target model of atomic structure. Second, Bohr's orbital structure seems to have had a strong influence on student perceptions of atomic structure. With regard to this finding, this study suggests that it is instructionally important to teach the concept of "orbitals" related to "quantum theory." Third, there were relatively few students who had developed understanding at the level of the target model, which required student understanding of the basic ideas of quantum theory. This study suggests that the understanding of atomic structure based on the idea of quantum theory is both important and difficult. Fourth, this study included different student assessments comprised of course examinations, questionnaires, and interviews. Each assessment can be used to gather information to map out student mental models. Fifth, in the comparison of the pre- and post-interview responses, this study showed that high achieving students moved toward more improved models or to advanced levels of understanding. The analysis of mental models in this study has provided information describing student understanding of the nature and structure of an atom. In addition to an assessment of student cognition, information produced from this study can serve as an important resource for curriculum development, teacher education, and instruction.

Understanding risk: a guide for the perplexed.

PubMed

Glimcher, Paul W

2008-12-01

Over the course of the past decade, neurobiologists have become increasingly interested in concepts and models imported from economics. Terms such as "risk," "risk aversion," and "utility" have become commonplace in the neuroscientific literature as single-unit physiologists and human cognitive neuroscientists search for the biological correlates of economic theories of value and choice. Among neuroscientists, an incomplete understanding of these concepts has, however, led to a growing confusion that threatens to check the rapid advances in this area. Adding to the confusion, notions of risk have more recently been imported from finance, which employs quite different, although formally related, mathematical tools. Of course, the mixing of economic, financial, and neuroscientific traditions can only be beneficial in the long run, but truly understanding the conceptual machinery of each area is a prerequisite for obtaining that benefit. With that in mind, I present here an overview of economic and financial notions of risk and decision. The article begins with an overview of the classical economic approach to risk, as developed by Bernoulli. It then explains the important differences between the classical tradition and modern neoclassical economic approaches to these same concepts. Finally, I present a very brief overview of the financial tradition and its relation to the economic tradition. For novices, this should provide a reasonable introduction to concepts ranging from "risk aversion" to "risk premiums."

Proper and Paradigmatic Metonymy as a Lens for Characterizing Student Conceptions of Distributions and Sampling

ERIC Educational Resources Information Center

Noll, Jennifer; Hancock, Stacey

2015-01-01

This research investigates what students' use of statistical language can tell us about their conceptions of distribution and sampling in relation to informal inference. Prior research documents students' challenges in understanding ideas of distribution and sampling as tools for making informal statistical inferences. We know that these…

Physical Experiences: Primary Student Teachers' Conceptions of Sport and Physical Education

ERIC Educational Resources Information Center

Garrett, Robyne; Wrench, Alison

2007-01-01

Background: People's actions and decisions are deeply influenced by their sense of self as well as the meanings they afford to particular ideas and concepts around them. These meanings and ways of understanding oneself in relation to the world constitute an individual's subjectivity. It is produced through a range of discursive practices, the…

College Students' Concept Images of Asymptotes, Limits, and Continuity of Rational Functions

ERIC Educational Resources Information Center

Nair, Girija Sarada

2010-01-01

The purpose of this research was to investigate student conceptions of the topic of asymptotes of rational functions and to understand the connections that students developed between the closely related notions of asymptotes, continuity, and limits. The participants of the study were university students taking Calculus 2 and were mostly freshmen. …

How Students Learn from Multiple Contexts and Definitions: Proper Time as a Coordination Class

ERIC Educational Resources Information Center

Levrini, Olivia; diSessa, Andrea A.

2008-01-01

This article provides an empirical analysis of a single classroom episode in which students reveal difficulties with the concept of proper time in special relativity but slowly make progress in improving their understanding. The theoretical framework used is "coordination class theory," which is an evolving model of concepts and conceptual change.…

PEACE: A Feeling You Have in Your Heart

ERIC Educational Resources Information Center

Johnson, Kim

2006-01-01

The author believes that very young children are able to understand the abstract concept of peace. In her primary classroom she introduces the concept of peace to the children in a low energy environment with low lights, and soft music. When children feel at peace in their hearts, they relate peacefully to those around them. She begins with the…

Experimentally Building a Qualitative Understanding of Newton's Second Law

ERIC Educational Resources Information Center

Gates, Joshua

2014-01-01

Newton's second law is one of the cornerstones of the introductory physics curriculum, but it can still trouble a large number of students well after its introduction, hobbling their ability to apply the concept to problem solving and to related concepts, such as momentum, circular motion, and orbits. While there are several possibilities for…

Fourth-Grade Elementary Students' Conceptions of Standards-Based Lunar Concepts

ERIC Educational Resources Information Center

Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E.

2007-01-01

Fourth-grade students' knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post-test data for 48 students were used to address the research question related to observable moon phases and patterns of change.…

Students' Understandings of Acid Strength: How Meaningful Is Reliability When Measuring Alternative Conceptions

ERIC Educational Resources Information Center

Bretz, Stacey Lowery; McClary, LaKeisha

2015-01-01

Most organic chemistry reactions occur by a mechanism that includes acid-base chemistry, so it is important that students develop and learn to use correct conceptions of acids and acid strength. Recent studies have described undergraduate organic chemistry students' cognitive resources related to the Brønsted-Lowry acid model and the Lewis acid…

A Concept-Based Approach to Teaching Speech Acts in the EFL Classroom

ERIC Educational Resources Information Center

Nicholas, Allan

2015-01-01

While concept-based instruction (CBI), grounded in sociocultural theory, has been the subject of increased attention in recent years, it is still a relatively unknown methodology in language teaching contexts. In this approach, the emphasis is on helping learners develop a deep, conceptual understanding of a skill or knowledge area, so that this…

Substitution and Sameness: Two Components of a Relational Conception of the Equals Sign

ERIC Educational Resources Information Center

Jones, Ian; Inglis, Matthew; Gilmore, Camilla; Dowens, Margaret

2012-01-01

A sophisticated and flexible understanding of the equals sign (=) is important for arithmetic competence and for learning further mathematics, particularly algebra. Research has identified two common conceptions held by children: the equals sign as an operator and the equals sign as signaling the same value on both sides of the equation. We argue…

The Concept of Energy in Psychological Theory. Cognitive Science Program, Technical Report No. 86-2.

ERIC Educational Resources Information Center

Posner, Michael I.; Rothbart, Mary Klevjord

This paper describes a basic framework for integration of computational and energetic concepts in psychological theory. The framework is adapted from a general effort to understand the neural systems underlying cognition. The element of the cognitive system that provides the best basis for attempting to relate energetic and computational ideas is…

Teaching Avogadro's Hypothesis and Helping Students to See the World Differently

ERIC Educational Resources Information Center

Criswell, Brett

2008-01-01

Within the historical context of the development of chemistry, Avogadro's hypothesis represents a fundamental concept: It allowed Avogadro to explain Gay-Lussac's law of combining volumes and it allowed Cannizzaro to establish a more accurate set of atomic mass values. If students are going to understand the concept of relative atomic masses and…

Improving Student Understanding of Lipids Concepts in a Biochemistry Course Using Test-Enhanced Learning

ERIC Educational Resources Information Center

Horn, Savannah; Hernick, Marcy

2015-01-01

Test-enhanced learning has successfully been used as a means to enhance learning and promote knowledge retention in students. We have examined whether this approach could be used in a biochemistry course to enhance student learning about lipids-related concepts. Students were provided access to two optional learning modules with questions related…

Cultural Capital or Habitus? Bourdieu and beyond in the Explanation of Enduring Educational Inequality

ERIC Educational Resources Information Center

Edgerton, Jason D.; Roberts, Lance W.

2014-01-01

Evidence for Bourdieu's social reproduction theory and its contributions to understanding educational inequality has been relatively mixed. Critics discount the usefulness of core concepts such as cultural capital and habitus and most studies invoking these concepts have focused only on one or the other, often conflating the two, to the…

Development of the Kinetic Molecular Theory of Gases Concept Inventory: Preliminary Results on University Students' Misconceptions

ERIC Educational Resources Information Center

Erceg, Nataša; Aviani, Ivica; Mešic, Vanes; Gluncic, Matko; Žauhar, Gordana

2016-01-01

In this study, we investigated students' understanding of concepts related to the microscopic model of gas. We thoroughly reviewed the relevant literature and conducted think alouds with students by asking them to answer open-ended questions about the kinetic molecular theory of gases. Thereafter, we transformed the open-ended questions into…

Area Conceptions Sprout on Earth Day

ERIC Educational Resources Information Center

Wickstrom, Megan H.; Nelson, Julie; Chumbley, Jean

2015-01-01

With the adoption of the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), many concepts related to area are covered in third grade: (1) Recognizing area as an attribute of a plane figure; (2) Understanding that a square with a side length of one is a unit square; (3) Measuring area by tiling figures and counting the squares it…

Epistemological Obstacles on the Topic of Ratio and Proportion among Junior High School Students

NASA Astrophysics Data System (ADS)

Wahyuningrum, A. S.; Suryadi, D.; Turmudi

2017-09-01

This study intends to investigate how students’ understanding of ratio and proportion concept indicates epistemological obstacles. It was part of Didactical Design Research which was conducted to 72 students of 8th grade who ever learned about ratio and proportion. Data were collected through the students’ answers and interview in solving ratio and proportion problems. The results show that students’ conception, the ways of applying other mathematical concepts, the ways of using the rules, and variety of contexts are factors influencing epistemological obstacles in teaching and learning of ratio and proportion. These conditions can affect the students’ understanding o f related mathematics topics. Based on analysis of the results, this study is expected to overcome or minimize the epistemological obstacles.

Command Climate: The Rise and the Decline of a Military Concept

DTIC Science & Technology

1988-04-29

understands the component parts and nuances of command climaate can change the tone of the climate through guidance and direction. Clearly, of the three...values, restore the vagueness of the Constitution, change leadership, and decide what to do with a military concept called command climate. The first...climate concept. Three were related to publications and the last was the change in leadership of the Army as GEN Carl E. Vuono became the new Chief of

Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

NASA Astrophysics Data System (ADS)

Ucar, Sedat

The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual understanding. Also, after completion of the inquiry-based and technology-enhanced instruction, some preservice teachers were likely to continue to hold the conception that the rotation of the moon around the Earth during one 24-hour period causes the tides to move with the moon. The findings of the study provide evidence that inquiry-based and technology-enhanced instruction utilizing Web-based archived data sources can be used to promoting conceptual change among preservice teachers.

The three-hit concept of vulnerability and resilience: towards understanding adaptation to early-life adversity outcome

PubMed Central

Daskalakis, Nikolaos P.; Bagot, Rosemary C.; Parker, Karen J.; Vinkers, Christiaan H.; de Kloet, E. R.

2013-01-01

Stressful experiences during early-life can modulate the genetic programming of specific brain circuits underlying emotional and cognitive aspects of behavioral adaptation to stressful experiences later in life. Although this programming effect exerted by experience-related factors is an important determinant of mental health, its outcome depends on cognitive inputs and hence the valence an individual assigns to a given environmental context. From this perspective we will highlight, with studies in rodents, non-human primates and humans, the three-hit concept of vulnerability and resilience to stress-related mental disorders, which is based on gene-environment interactions during critical phases of perinatal and juvenile brain development. The three-hit (i.e., hit-1: genetic predisposition, hit-2: early-life environment, and hit-3: later-life environment) concept accommodates the cumulative stress hypothesis stating that in a given context vulnerability is enhanced when failure to cope with adversity accumulates. Alternatively, the concept also points to the individual’s predictive adaptive capacity, which underlies the stress inoculation and match/mismatch hypotheses. The latter hypotheses propose that the experience of relatively mild early-life adversity prepares for the future and promotes resilience to similar challenges in later-life; when a mismatch occurs between early and later-life experience, coping is compromised and vulnerability is enhanced. The three-hit concept is fundamental for understanding how individuals can either be prepared for coping with life to come and remain resilient or are unable to do so and succumb to a stress-related mental disorder, under seemingly identical circumstances. PMID:23838101

The three-hit concept of vulnerability and resilience: toward understanding adaptation to early-life adversity outcome.

PubMed

Daskalakis, Nikolaos P; Bagot, Rosemary C; Parker, Karen J; Vinkers, Christiaan H; de Kloet, E R

2013-09-01

Stressful experiences during early-life can modulate the genetic programming of specific brain circuits underlying emotional and cognitive aspects of behavioral adaptation to stressful experiences later in life. Although this programming effect exerted by experience-related factors is an important determinant of mental health, its outcome depends on cognitive inputs and hence the valence an individual assigns to a given environmental context. From this perspective we will highlight, with studies in rodents, non-human primates and humans, the three-hit concept of vulnerability and resilience to stress-related mental disorders, which is based on gene-environment interactions during critical phases of perinatal and juvenile brain development. The three-hit (i.e., hit-1: genetic predisposition, hit-2: early-life environment, and hit-3: later-life environment) concept accommodates the cumulative stress hypothesis stating that in a given context vulnerability is enhanced when failure to cope with adversity accumulates. Alternatively, the concept also points to the individual's predictive adaptive capacity, which underlies the stress inoculation and match/mismatch hypotheses. The latter hypotheses propose that the experience of relatively mild early-life adversity prepares for the future and promotes resilience to similar challenges in later-life; when a mismatch occurs between early and later-life experience, coping is compromised and vulnerability is enhanced. The three-hit concept is fundamental for understanding how individuals can either be prepared for coping with life to come and remain resilient or are unable to do so and succumb to a stress-related mental disorder, under seemingly identical circumstances. Copyright © 2013 Elsevier Ltd. All rights reserved.

A concept analysis of undergraduate nursing students speaking up for patient safety in the patient care environment.

PubMed

Fagan, Anthea; Parker, Vicki; Jackson, Debra

2016-10-01

An analysis of the concept of nursing students speaking up for patient safety in the workplace. 'Speaking up' is assertive communication in clinical situations that requires action through questions or statements of opinion or information with appropriate persistence and is linked to patient safety. Previously, the concept of speaking up has focused on the registered or experienced practitioners, there is minimal discussion relating to student nurses. Analysis of the elements of students speaking up will identify the key elements that will give understanding to their position and experiences. A concept analysis. Literature included publications between 1970-2015 from, MEDLINE, CINHAL, PUBMED and SCOPUS. Search terms included patient safety AND speaking up; AND pre-registration/undergraduate nursing students, patient advocate, error reporting, organizational silence, whistleblowing and clinical placement/practicum. The Walker and Avant concept analysis model was modified and used to examine the literature. Nursing students speaking up behaviour is influenced by individual and contextual factors that differ from those influencing more experienced colleagues. Motivators and barriers to voicing concerns include moral and ethical beliefs, willingness and confidence to speak up in the workplace. Students' subordinate and often vulnerable position creates additional tensions and challenges that impact their decisions and actions. This concept analysis provides a clear definition of 'speaking up' in relation to nursing students. The analysis will facilitate understanding and operationalization of the concept applied to learning and teaching, practice and research. © 2016 John Wiley & Sons Ltd.

Market orientation: a concept for health libraries.

PubMed

Sen, Barbara

2006-03-01

This paper is the result of exploratory research forming part of ongoing study into the value and relevance of market orientation as a strategic option for library managers. The aim of the study is to gain an understanding of the concept of market orientation relative to the health library sector. A focus group was used to gather data from health librarians working at different levels in the sector. The data was coded and categorized by an expert panel and analysed using a taxonomic map developed during the study. Health library professionals define and understand market orientation in the same way as the concept is defined in the management literature. Their understanding of the concept is developing. A greater emphasis is given to some aspects of market orientation than others. There are implications for further research. Methods used to measure market orientation in other domains are likely to be relevant for libraries. Research should be extended to different sectors to explore any cross-sector differences. Fostering an organizational culture that supports market orientation has implications for service management and development.

Students’ conceptions analysis on several electricity concepts

NASA Astrophysics Data System (ADS)

Saputro, D. E.; Sarwanto, S.; Sukarmin, S.; Ratnasari, D.

2018-05-01

This research is aimed to analyse students’ conceptions on several electricity concept. This is a descriptive research with the subjects of new students of Sebelas Maret University. The numbers of the subject were 279 students that consisted of several departments such as science education, physics education, chemistry education, biology education and mathematics education in the academic year of 2017/2018. The instrument used in this research was the multiple-choice test with arguments. Based on the result of the research and analysis, it can be concluded that most of the students still find misconceptions and do not understand electricity concept on sub-topics such as electric current characteristic in the series and parallel arrangement, the value of capacitor capacitance, the influence of the capacitor charge and discharge towards the loads, and the amount of capacitor series arrangement. For the future research, it is suggested to improve students’ conceptual understanding with appropriate learning method and assessment instrument because electricity is one of physics material that closely related with students’ daily life.

[Self esteem : concept analysis.

PubMed

Doré, Christina

2017-06-01

Self-esteem is an inner attitude at the base of the construction of personality and psychic balance in addition to be responsible of adaptive processes over the course of life. The concept of self-esteem is commonly used in several disciplines however, it seems that the consensus on its conceptualization and its operationalization is not yet reached. In this context, the concept analysis allows to address a phenomenon and to understand its use and its evolution from a unique disciplinary perspective. The aim of this article is therefore to analyze the concept of self esteem from a nursing perspective to identify : definitions of the term and related terms, attributes, model and limit cases proposed here within the community of mental health nurses, antecedents and consequents as well as the empirical references using the Walker and Avant method. The attributes identified allowing a deeper understanding of the concept are : the self-value, the self-acceptance, the self-efficacy, attitude towards oneself and finally, self-respect.

Encoding spatial images: A fuzzy set theory approach

NASA Technical Reports Server (NTRS)

Sztandera, Leszek M.

1992-01-01

As the use of fuzzy set theory continues to grow, there is an increased need for methodologies and formalisms to manipulate obtained fuzzy subsets. Concepts involving relative position of fuzzy patterns are acknowledged as being of high importance in many areas. In this paper, we present an approach based on the concept of dominance in fuzzy set theory for modelling relative positions among fuzzy subsets of a plane. In particular, we define the following spatial relations: to the left (right), in front of, behind, above, below, near, far from, and touching. This concept has been implemented to define spatial relationships among fuzzy subsets of the image plane. Spatial relationships based on fuzzy set theory, coupled with a fuzzy segmentation, should therefore yield realistic results in scene understanding.

Socio-Cognitive Understanding: A Strength or Weakness in Down's Syndrome?

ERIC Educational Resources Information Center

Wishart, J. G.

2007-01-01

Background: Social understanding is often thought to be relatively "protected" in children with Down's syndrome (DS) and to underlie the outgoing personality characteristically attributed to them. This paper draws together findings from our studies of behaviours during object concept testing, generally considered a theoretically "pure" measure of…

Students' Equation Understanding and Solving in Iran

ERIC Educational Resources Information Center

Barahmand, Ali; Shahvarani, Ahmad

2014-01-01

The purpose of the present article is to investigate how 15-year-old Iranian students interpret the concept of equation, its solution, and studying the relation between the students' equation understanding and solving. Data from two equation-solving exercises are reported. Data analysis shows that there is a significant relationship between…

Concepts in International Relations: Contemporary Issues in South America

ERIC Educational Resources Information Center

Starbird, Caroline; Pettit, Jenny; Hurt,J.P.; Antony; DeBoer, Dale

2005-01-01

This book's purpose is to give students an in-depth understanding of South American countries and cultures. The book approaches this understanding through examinations of statistics, maps, articles and editorials, case studies, and text of legislation. The book provides students with background for each situation, giving them a good understanding…

Making Visual Illustrations of Physics Accessible to Blind Students

ERIC Educational Resources Information Center

Pereira Torres, Josiane; Gonçalves Mendes, Enicéia

2017-01-01

The teaching of physics often involves the use of illustrations that complement and assist the understanding of a particular situation or physical phenomenon. Overall, the proper use of illustrations can maximize the learning and understanding of concepts and phenomena related to the teaching of science (physics, chemistry, biology) and…

Native American Career Education Unit. Living with the Land.

ERIC Educational Resources Information Center

Far West Lab. for Educational Research and Development, San Francisco, CA.

One of twelve instructional units in the Native American Career Education (NACE) program, this unit is intended to help Indian junior high school students understand concepts involved in the management of natural resources, especially as they relate to traditional Indian values; understand the relationship between basic needs, resources, and waste…

Evaluating Students' Understanding of Kinetic Particle Theory Concepts Relating to the States of Matter, Changes of State and Diffusion: A Cross-National Study

ERIC Educational Resources Information Center

Treagust, David F.; Chandrasegaran, A. L.; Crowley, Julianne; Yung, Benny H. W.; Cheong, Irene P.-A.; Othman, Jazilah

2010-01-01

This paper reports on the understanding of three key conceptual categories relating to the kinetic particle theory: (1) intermolecular spacing in solids, liquids and gases, (2) changes of state and intermolecular forces and (3) diffusion in liquids and gases, amongst 148 high school students from Brunei, Australia, Hong Kong and Singapore using 11…

The Kinematic Learning Model using Video and Interfaces Analysis

NASA Astrophysics Data System (ADS)

Firdaus, T.; Setiawan, W.; Hamidah, I.

2017-09-01

An educator currently in demand to apply the learning to not be separated from the development of technology. Educators often experience difficulties when explaining kinematics material, this is because kinematics is one of the lessons that often relate the concept to real life. Kinematics is one of the courses of physics that explains the cause of motion of an object, Therefore it takes the thinking skills and analytical skills in understanding these symptoms. Technology is one that can bridge between conceptual relationship with real life. A framework of technology-based learning models has been developed using video and interfaces analysis on kinematics concept. By using this learning model, learners will be better able to understand the concept that is taught by the teacher. This learning model is able to improve the ability of creative thinking, analytical skills, and problem-solving skills on the concept of kinematics.

The relativity of Darwinian populations and the ecology of endosymbiosis.

PubMed

Stencel, Adrian

If there is a single discipline of science calling the basic concepts of biology into question, it is without doubt microbiology. Indeed, developments in microbiology have recently forced us to rethink such fundamental concepts as the organism, individual, and genome. In this paper I show how microorganisms are changing our understanding of natural aggregations and develop the concept of a Darwinian population to embrace these discoveries. I start by showing that it is hard to set the boundaries of a Darwinian population, and I suggest thinking of a Darwinian population as a relative property of a Darwinian individual. Then I argue, in contrast to the commonly held view, that Darwinian populations are multispecies units, and that in order to accept the multispecies account of Darwinian populations we have to separate fitness from natural selection. Finally, I show how all these ideas provide a theoretical framework leading to a more precise understanding of the ecology of endosymbiosis than is afforded by poetic metaphors such as 'slavery'.

Understanding Negative Self-Evaluations in Borderline Personality Disorder-a Review of Self-Related Cognitions, Emotions, and Motives.

PubMed

Winter, Dorina; Bohus, Martin; Lis, Stefanie

2017-03-01

Self-conscious emotions, such as guilt, shame, or self-disgust, as well as self-related motives, such as self-enhancement or self-verification, influence how people perceive, evaluate, memorize, and respond to self-related information. They not only influence peoples' concepts of themselves but may also affect their behavior in social environments. In the current review, we describe alterations of self-related processing in borderline personality disorder (BPD). We chose BPD as an example of a mental disorder of which impairments in self-functioning and identity constitute a major feature. Since terminology used in clinical research on self-referential processing is diverse and often confusing, we start with reviewing some of the main concepts in this area of research using a conceptual framework provided from social psychology. Most studies on self-referential processing in BPD focused on descriptions of self-esteem and revealed a negative self-concept, particularly expressed by explicitly reported low self-esteem. Moreover, self-esteem is unstable in BPD and likely reactive to self-relevant cues. BPD patients are prone to negative emotions with respect to themselves, such as self-disgust and shame. First data point to altered self-related motives, too. In conclusion, although explicit self-esteem is widely studied as a global and trait-like feature of BPD, there is a strong lack of studies that take the complexity of the construct self-esteem into account. Further studies on alterations in self-related processes are required to deepen our understanding of impairments of the self-concept in BPD and enable the improvement of psychosocial therapeutic approaches.

It's Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons

NASA Astrophysics Data System (ADS)

Rincke, Karsten

2011-01-01

Although a broad literature exists concerning the development of conceptual understanding of force and other topics within mechanics, little is known about the role and development of students' talk about the subject. The paper presents an in-depth investigation of students' talk whilst being introduced to the concept of force. The main research goal was to investigate and understand how students develop an understanding of the concept of force and how they use and understand the term 'force'. Therefore, we make relation to the research field of students' preconceptions and the field of second language learning. Two classes of students (N = 47) were videotaped during a time period of nine lessons, each transcribed and analysed using a category system. Additional data were obtained via written tasks, logs kept by the students, and tests. The detailed analysis of the talk and the results of the tests indicate that students face difficulties in using the term 'force' scientifically similar to those in a foreign language instruction. Vygotsky already recognised a relationship between learning in science and learning a language. In this paper, important aspects of this relationship are discussed based upon empirical data. We conclude that in some respects it might be useful to make reference to the research related to language learning when thinking about improving science education. In particular, according to Selinker's concept of interlanguage describing language-learning processes within language instruction, the language used by the students during physics lessons can be viewed as a 'scientific interlanguage'.

Teaching children in low-income countries to assess claims about treatment effects: prioritization of key concepts.

PubMed

Nsangi, Allen; Semakula, Daniel; Oxman, Andrew D; Sewankambo, Nelson K

2015-11-01

Health-related knowledge and behaviours developed during childhood are increasingly being recognized as foundational, deeply rooted and resistant to change as children mature into adulthood. The aim of this study was to engage stakeholders in prioritizing key concepts that children need to understand when assessing claims about treatment effects. A list of 30 concepts developed prior was categorized into six groups considered important for children to understand in order to assess claims about the effects of "treatments" (any type of healthcare intervention). A teachers' network was established comprising of primary school teachers, who attended a three-day meeting where the concepts were presented, discussed and prioritized using a pre-set criteria thus: (i) relevance of concepts for children, (ii) ease of comprehension of concepts for children, (iii) potential for developing resources to teach the children and (iv) whether the resources once developed would have an impact on children's ability to assess claims. Using a modified Delphi technique, participants ranked each group of concepts using the four criteria on a Likert scale of one to six (1 = lowest, 6 = highest). The rankings were analysed using STATA statistical software. Twenty-two of the 24 participants reported having understood the concepts well; with self-assessments of their own understanding above 75 on a scale of (1 to 100). All six groups of concepts were considered relevant. It is important to teach children how to assess claims about benefits and harms of treatments. Resources will be developed to teach children these concepts. © 2015 Chinese Cochrane Center, West China Hospital of Sichuan University and Wiley Publishing Asia Pty Ltd.

Use of a Computer Simulation To Develop Mental Simulations for Understanding Relative Motion Concepts.

ERIC Educational Resources Information Center

Monaghan, James M.; Clement, John

1999-01-01

Presents evidence for students' qualitative and quantitative difficulties with apparently simple one-dimensional relative-motion problems, students' spontaneous visualization of relative-motion problems, the visualizations facilitating solution of these problems, and students' memories of the online computer simulation used as a framework for…

Mathematics and the Heart: Understanding Cardiac Output

ERIC Educational Resources Information Center

Champanerkar, Jyoti

2013-01-01

This paper illustrates a biological application of the concepts of relative change and area under a curve, from mathematics. We study two biological measures "relative change in cardiac output" and "cardiac output", which are predictors of heart blockages and other related ailments. Cardiac output refers to the quantity of…

Functional Body Composition and Related Aspects in Research on Obesity and Cachexia

PubMed Central

Müller, M.J.; Baracos, V.; Bosy-Westphal, A.; Dulloo, A.; Eckel, J.; Fearon, K.C.H.; Hall, K.D.; Pietrobelli, A.; Sørensen, T.I.A.; Speakman, J.; Trayhurn, P.; Visser, M.; Heymsfield, S.B.

2014-01-01

The 12th Stock Conference addressed body composition and related functions in two extreme situations, obesity and cancer cachexia. The concept of “functional body composition” integrates body components into regulatory systems relating the mass of organs and tissues to corresponding in vivo functions and metabolic processes. This concept adds to an understanding of organ/tissue mass and function in the context of metabolic adaptations to weight change and disease. During weight gain and loss there are associated changes in individual body components while the relationships between organ and tissue mass are fixed. Thus, an understanding of weight regulation involves an examination of organ-tissue regulation rather than of individual organ mass. The between organ/tissue mass relationships are associated with and explained by cross-talk between organs and tissues mediated by cytokines, hormones, and metabolites that are coupled with changes in body weight, composition, and function as observed in obesity and cancer cachexia. In addition to established roles in intermediary metabolism, cell function and inflammation, organ-tissue cross-talk mediators are determinants of body composition and its’ change with weight gain and loss. The 12th Stock Conference supported Michael Stocks’ concept of gaining new insights by integrating research ideas from obesity and cancer cachexia. The conference presentations provide an in-depth understanding of body composition and metabolism. PMID:24835453

Evidence-Based Indicators of Neuropsychological Change in the Individual Patient: Relevant Concepts and Methods

PubMed Central

Duff, Kevin

2012-01-01

Repeated assessments are a relatively common occurrence in clinical neuropsychology. The current paper will review some of the relevant concepts (e.g., reliability, practice effects, alternate forms) and methods (e.g., reliable change index, standardized based regression) that are used in repeated neuropsychological evaluations. The focus will be on the understanding and application of these concepts and methods in the evaluation of the individual patient through examples. Finally, some future directions for assessing change will be described. PMID:22382384

A Concept Analysis of Patient Participation in Intermediate Care.

PubMed

Kvæl, Linda Aimée Hartford; Debesay, Jonas; Langaas, Anne; Bye, Asta; Bergland, Astrid

2018-03-05

Although the concept of patient participation has been discussed for a number of years, there is still no clear definition of what constitutes the multidimensional concept, and the application of the concept in an intermediate care (IC) context lacks clarity. Therefore this paper seeks to identify and explore the attributes of the concept, to elaborate ways of understanding the concept of patient participation for geriatric patients in the context of IC. Walker and Avant's model of Concept analysis [1] based on a literature review. Patient participation in the context of IC can be defined as a dynamic process emphasizing the person as a whole, focusing on the establishment of multiple alliances that facilitate individualized information and knowledge exchange, and ensuring a reciprocal engagement in activities within flexible and interactive/dynamic organizational structures. Patient participation in IC means involving patients and their relatives in holistic interdisciplinary collaborative decision-making. The results highlight the complexity of patient participation and contribute to a greater understanding of the influence of organizational structure and management. The present study may provide a practical framework for researchers, policy makers and health professionals to facilitate patient participation in IC services. Copyright © 2018 Elsevier B.V. All rights reserved.

Acceptance as a Normative Aspect of the Process of Coming to Understand Emotionally Charged Concepts: Upper-Secondary School Students Make Meaning of Gender

ERIC Educational Resources Information Center

Trostek, Jonas R.

2016-01-01

Previous research on how students' acceptance of emotionally charged theories relates to their understanding is based on the measurement of acceptance and understanding as two separate variables. As an alternative, the present study takes a qualitative approach with the aim of exploring what 24 upper-secondary school students accept when they come…

Teaching Map Concepts in Social Science Education; an Evaluation with Undergraduate Students

NASA Astrophysics Data System (ADS)

Bugdayci, Ilkay; Zahit Selvi, H.

2017-12-01

One of the most important aim of the geography and social science courses is to gain the ability of reading, analysing and understanding maps. There are a lot of themes related with maps and map concepts in social studies education. Geographical location is one of the most important theme. Geographical location is specified by geographical coordinates called latitude and longitude. The geographical coordinate system is the primary spatial reference system of the earth. It is always used in cartography, in geography, in basic location calculations such as navigation and surveying. It’s important to support teacher candidates, to teach maps and related concepts. Cartographers also have important missions and responsibilities in this context. The purpose of this study is to evaluate the knowledge of undergraduate students, about the geographical location. For this purpose, a research has been carried out on questions and activities related to geographical location and related concepts. The details and results of the research conducted by the students in the study are explained.

Effectiveness of the REACT Strategy on 12th Grade Students' Understanding of the Alkenes Concept

ERIC Educational Resources Information Center

Karsli, Fethiye; Yigit, Mahmut

2017-01-01

Background: The context-based approach (CBA) is one of the approaches that allow learning to take place with real and related context, and this has increasingly become more popular. Purpose: The purpose of this study is to investigate the effect of the REACT strategy of the CBA on remedying 12th grade students' alternative conceptions of…

Creativity in Artmaking as a Function of Misrecognition in Teacher-Student Relations in the Final Year of Schooling

ERIC Educational Resources Information Center

Thomas, Kerry

2009-01-01

This article reports on a study of creativity in art education, and more particularly, what teaching and learning to be creative implies. The study employs Pierre Bourdieu's concepts of the habitus, symbolic capital, and misrecognition. These concepts are demonstrably relevant for understanding creativity as a kind of social reasoning that is…

Children's Conceptions about the Origin of Species: A Study of Italian Children's Conceptions with and without Instruction

ERIC Educational Resources Information Center

Berti, Anna Emilia; Toneatti, Laura; Rosati, Veronica

2010-01-01

Investigations of people's understanding of the evolution of species have focused mainly on secondary school and university students. Very few investigations have taken into consideration younger students, and none have related children's ideas about the origin of species to formal instruction on this topic. To help fill this gap, the present…

Sense of place in natural resource recreation and tourism: an evaluation and assessment of research findings.

Treesearch

Jennifer Farnum; Troy Hall; Linda E. Kruger

2005-01-01

Understanding sense of place and related concepts often presents challenges for both managers and researchers. Inconsistent application of terms, questions regarding their origin, and a lack of awareness of research findings contribute to the ambiguity of these concepts. This integrative review of research provides relevant, current information on the role of sense of...

How Do Newly-Qualified Early Childhood Teachers in Aotearoa New Zealand Critically Reflect within Constraints and Possibilities of Dominant Discourses of Early Childhood Teaching?

ERIC Educational Resources Information Center

Warren, Alison

2014-01-01

Early childhood practitioners' professionalism is a contested concept, with interpretations that include professionalisms based on qualifications, on accountability, on relational skills and on critical advocacy. Understandings of professionalism as situated in ecological frameworks rather than within individuals have led to the concept of a…

Protective Capacity and Absorptive Capacity: Managing the Balance between Retention and Creation of Knowledge-Based Resources

ERIC Educational Resources Information Center

Andersen, Jim

2012-01-01

Purpose: In order to understand the pros and cons of an open organization regarding the flow of knowledge between firms, this paper introduces the concept of "protective capacity". The purpose of the paper is to elaborate the concept of "protective capacity" especially in relation to absorptive capacity, by presenting a number of propositions.…

Nursing Students’ Understanding of the Concept of Self-Esteem: a Qualitative Study

PubMed Central

Zamanzadeh, Vahid; Valizadeh, Leila; Badri Gargari, Rahim; Ghahramanian, Akram; Jabbarzadeh Tabriz, Faranak; Crowley, Maureen

2016-01-01

Introduction: The concept of self-esteem has several definitions in different paradigms. Nursing has a unique and combined paradigm; therefore it is necessary to explore nursing students’ understanding of the concept of self-esteem. The present study aimed to discover the extent and characteristics of the concept of self-esteem from the perspective of Iranian nursing students through a qualitative approach. Methods: This study was conducted using the conventional content analysis method with the participation of 14 nursing students. Purposive sampling was used to recruit participants and data were collected through in-depth semi-structured interviews and analyzed simultaneously. Results: Study findings showed that the nursing students’ self-esteem is related to the sense of worthy they perceived as being a nursing student. Nursing students’ self-esteem was determined through sense of worthy related to their perceived professionalism level, socialization into the profession, and enthusing of them about being a nursing student. Conclusion: If a nursing student was proud of her or his nursing role, then he or she would enjoy the nursing course and all that entailed; such as communication with colleagues, performing the tasks and, generally her or his career. PMID:26989664

Visual analysis of large heterogeneous social networks by semantic and structural abstraction.

PubMed

Shen, Zeqian; Ma, Kwan-Liu; Eliassi-Rad, Tina

2006-01-01

Social network analysis is an active area of study beyond sociology. It uncovers the invisible relationships between actors in a network and provides understanding of social processes and behaviors. It has become an important technique in a variety of application areas such as the Web, organizational studies, and homeland security. This paper presents a visual analytics tool, OntoVis, for understanding large, heterogeneous social networks, in which nodes and links could represent different concepts and relations, respectively. These concepts and relations are related through an ontology (also known as a schema). OntoVis is named such because it uses information in the ontology associated with a social network to semantically prune a large, heterogeneous network. In addition to semantic abstraction, OntoVis also allows users to do structural abstraction and importance filtering to make large networks manageable and to facilitate analytic reasoning. All these unique capabilities of OntoVis are illustrated with several case studies.

Concept mapping and network analysis: an analytic approach to measure ties among constructs.

PubMed

Goldman, Alyssa W; Kane, Mary

2014-12-01

Group concept mapping is a mixed-methods approach that helps a group visually represent its ideas on a topic of interest through a series of related maps. The maps and additional graphics are useful for planning, evaluation and theory development. Group concept maps are typically described, interpreted and utilized through points, clusters and distances, and the implications of these features in understanding how constructs relate to one another. This paper focuses on the application of network analysis to group concept mapping to quantify the strength and directionality of relationships among clusters. The authors outline the steps of this analysis, and illustrate its practical use through an organizational strategic planning example. Additional benefits of this analysis to evaluation projects are also discussed, supporting the overall utility of this supplemental technique to the standard concept mapping methodology. Copyright © 2014 Elsevier Ltd. All rights reserved.

[The function of a general concept of disease from an historical perspective].

PubMed

Hess, V; Herrn, R

2015-01-01

This article questions why medicine fails to provide a general concept of disease for use by doctors, patients and society because the lack of such a unified concept inhibits any definitive distinction between "deviant" and "disease". By providing an historical overview of the particularities related to this question the authors demonstrate that the ever-changing concepts of disease were not driven by the process through which medicine became a science. In contrast to naturalistic concepts of disease, anthropological, sociocultural and psychosomatic concepts are grounded in an understanding of disease that cannot be determined, described and categorized by pathology alone. As a consequence, disease can only be determined or defined in relation to social and scientific frames of reference, as illustrated by an example from the Berlin Nervenklinik (psychiatric clinic) in the early twentieth century. The ways in which the definition of a disease concept represents a normative interpretation can be observed. The authors of this paper argue for the acceptance of this normative definition as a matter of societal agreement. Consequently, transparency is required in the shaping of general disease concepts.

The Concept of Respite Care.

PubMed

Whitmore, Kim E

2017-07-01

The aim of this article is to analyze the concept of respite care in the context of caring for a child with special healthcare needs. Respite care has often been identified as an important resource for caregivers of children with special healthcare needs. It can help provide a break from the constant demands of caregiving. A concept analysis was conducted using an evolutionary approach. The data source for the concept analysis was a review of literature addressing respite care for caregivers of children with special healthcare needs. A review of the literature was conducted and a concept model was developed using an evolutionary approach. A theoretical definition of respite care is provided and the defining attributes, related concepts, antecedents, and consequences of respite care are shown in a diagram of the concept of respite care. The conceptual model provides a framework to help nurses better understand the concept of respite care in order to educate caregivers, provide appropriate referrals, serve as providers of respite care, and advocate for policy changes related to the provision of respite care services for caregivers of children with special healthcare needs. © 2016 Wiley Periodicals, Inc.

Model of competence: a conceptual framework for understanding the person-environment interaction for persons with motor disabilities.

PubMed

Rousseau, Jacqueline; Potvin, Louise; Dutil, Elisabeth; Falta, Patricia

2002-01-01

The "Model of Competence" has been recently elaborated to help expand our understanding relating to a person's interaction with the environment. Specifically, it seeks to deal with the issues related to the home adaptation (the home layout and equipment) for a person living with motor disabilities. This theoretical model takes into account various characteristics of the person as well as of the environment, by re-grouping six concepts: person, environment, activity, role, competence and handicap situation. The "Model of Competence" is distinct because it includes: (1) both the human and the nonhuman dimension of the environment; (2) personal characteristics other than the strictly physical ones; (3) a clear identification of the interaction between the person and the environment; and (4) a means of operationalizing it via an assessment instrument. This model proposes an innovative approach to the person-environment relation in terms of personalizing accessibility, and thereby offers a new approach to understanding the concept of universal access. It has been developed for research and application, and addresses several disciplines.

Tectonic Plate Movement.

ERIC Educational Resources Information Center

Landalf, Helen

1998-01-01

Presents an activity that employs movement to enable students to understand concepts related to plate tectonics. Argues that movement brings topics to life in a concrete way and helps children retain knowledge. (DDR)

Connecting Protein Structure to Intermolecular Interactions: A Computer Modeling Laboratory

ERIC Educational Resources Information Center

Abualia, Mohammed; Schroeder, Lianne; Garcia, Megan; Daubenmire, Patrick L.; Wink, Donald J.; Clark, Ginevra A.

2016-01-01

An understanding of protein folding relies on a solid foundation of a number of critical chemical concepts, such as molecular structure, intra-/intermolecular interactions, and relating structure to function. Recent reports show that students struggle on all levels to achieve these understandings and use them in meaningful ways. Further, several…

An Investigation into the Understanding of Earth Sciences among Students Teachers

ERIC Educational Resources Information Center

Dal, Burckin

2009-01-01

In this article, the students teachers' opinions, including rock formation and improper terms related to or different from these ideas, all of which are considered or must be considered in geology classes, have been analyzed. Alternative conception is used to inform our understanding of students teachers' ideas and describe any conceptual…

UNDERSTANDING THE PUERTO RICAN AND HIS FAMILY.

ERIC Educational Resources Information Center

THOMAS MARIE, SISTER

AN UNDERSTANDING OF TRADITIONAL PUERTO RICAN FAMILY CUSTOMS AND BASIC DIFFERENCES BETWEEN PUERTO RICAN AND OTHER LIFE STYLES SHOULD HELP PROFESSIONAL WORKERS SOLVE THE PROBLEMS CREATED BY MIGRATION TO THE UNITED STATES. THE CULTURE OF THE PUERTO RICAN CAN BE DESCRIBED IN RELATION TO THREE CONCEPTS--DIGNIDAD (SELF-ESTEEM OR SELF-WORTH), RESPETO…

Fraction Multiplication and Division Models: A Practitioner Reference Paper

ERIC Educational Resources Information Center

Ervin, Heather K.

2017-01-01

It is well documented in literature that rational number is an important area of understanding in mathematics. Therefore, it follows that teachers and students need to have an understanding of rational number and related concepts such as fraction multiplication and division. This practitioner reference paper examines models that are important to…

Understanding Undergraduate Student Perceptions of Mental Health, Mental Well-Being and Help-Seeking Behaviour

ERIC Educational Resources Information Center

Laidlaw, Anita; McLellan, Julie; Ozakinci, Gozde

2016-01-01

Despite relatively high levels of psychological distress, many students in higher education do not seek help for difficulties. This study explored undergraduate student understanding of the concepts of mental health and mental well-being and where undergraduate students would seek help for mental well-being difficulties. Semi-structured interviews…

Using Concrete & Representational Experiences to Understand the Structure of DNA: A Four-Step Instructional Framework

ERIC Educational Resources Information Center

Harrell, Pamela Esprivalo; Richards, Debbie; Collins, James; Taylor, Sarah

2005-01-01

A description of learning experience that uses a four-step instrumentational framework involving concrete and representational experiences to promote conceptual understanding of abstract biological concepts by a series of closely-related activities is presented. The students are introduced to the structure and implications of DNA using four…

Defining Electric Potential Difference by Moving a Multimeter's Ground Probe

ERIC Educational Resources Information Center

Stoeckel, Marta R.

2018-01-01

The abstract nature of electric potential difference (voltage) can make it a difficult concept to grasp, but understanding the relative nature of voltage is central to developing a conceptual understanding of electric circuits. In laboratory situations, I see these conceptual difficulties manifest when students have difficulty placing voltmeter…

Research and Teaching: Undergraduate Students' Scientifically Informed Decision Making about Socio-Hydrological Issues

ERIC Educational Resources Information Center

Sabel, Jaime L.; Vo, Tina; Alred, Ashley; Dauer, Jenny M.; Forbes, Cory T.

2017-01-01

Although knowledge of disciplinary concepts and epistemic understanding of science are foundations of scientific literacy, students must learn to apply their knowledge to real-world situations. To engage effectively with contemporary water-related challenges with scientific and social dimensions, students need to understand the properties of water…

Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

The change in students' understanding of the mole concept in introductory college chemistry

NASA Astrophysics Data System (ADS)

Smith, Shane Harvie

This study investigated the difference between the students' understanding of the mole concept in chemistry at the beginning and at the end of the first semester of introductory chemistry courses. The study also identified the relationship between the criterion variable understanding of the mole concept in chemistry and the independent variables of cognitive level, type of introductory college chemistry class, and the number of lectures spent teaching the mole concept. In addition, this study examined (a) the students' misconceptions and (b) the aspects of the traditional teaching methods used in the introductory college chemistry courses that helped the students' understanding of the mole concept. This study was conducted using 180 volunteer students in their first semester of an introductory college chemistry course. These students were given a pretest instrument called the Mole Concepts Examination (MCE) to measure their understanding of the mole concept, the Group Assessment of Logical Thinking (GALT) to measure the students' cognitive level of logical thinking, and a posttest of the MCE to measure the students' understanding of the mole concept at the end of the semester. In addition, an interview was given to a selected group of 18 students to find out if the students remember the teaching techniques used to help them understand the mole concept and to determine some of the misconceptions that the students retained at the end of the semester. Results indicated a statistically significant relationship between students' understanding of the mole concept and their cognitive level. There was no significant relationship between students' understanding of the mole concept and the type of class, or the number of lectures spent teaching the mole concept. Qualitative results indicated that students were able to explain their answers to the posttest questions; students were able to identify some instructional techniques that helped them to understand the mole concept, and students of all cognitive levels retained misconceptions about the mole concept at the end of the semester.

Concept Mapping as a Tool to Develop and Measure Students' Understanding in Science

ERIC Educational Resources Information Center

Tan, Sema; Erdimez, Omer; Zimmerman, Robert

2017-01-01

Concept maps measured a student's understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students' understanding of relationships between concepts in a particular science domain. This study has two purposes; the…

Constructions of Following from a Relational Perspective: A Follower-Focused Study

ERIC Educational Resources Information Center

Morris, Rachael

2014-01-01

The followership field remains overshadowed by the leadership field, with traditional assumptions attached to the "follower" concept further undervaluing the importance of progressive understandings of leadership. This paper considers following as a relational process and provides illustrative extracts from empirical research. Future…

The Influence of Concreteness of Concepts on the Integration of Novel Words into the Semantic Network

PubMed Central

Ding, Jinfeng; Liu, Wenjuan; Yang, Yufang

2017-01-01

On the basis of previous studies revealing a processing advantage of concrete words over abstract words, the current study aimed to further explore the influence of concreteness on the integration of novel words into semantic memory with the event related potential (ERP) technique. In the experiment during the learning phase participants read two-sentence contexts and inferred the meaning of novel words. The novel words were two-character non-words in Chinese language. Their meaning was either a concrete or abstract known concept which could be inferred from the contexts. During the testing phase participants performed a lexical decision task in which the learned novel words served as primes for either their corresponding concepts, semantically related or unrelated targets. For the concrete novel words, the semantically related words belonged to the same semantic categories with their corresponding concepts. For the abstract novel words, the semantically related words were synonyms of their corresponding concepts. The unrelated targets were real words which were concrete or abstract for the concrete or abstract novel words respectively. The ERP results showed that the corresponding concepts and the semantically related words elicited smaller N400s than the unrelated words. The N400 effect was not modulated by the concreteness of the concepts. In addition, the concrete corresponding concepts elicited a smaller late positive component (LPC) than the concrete unrelated words. This LPC effect was absent for the abstract words. The results indicate that although both concrete and abstract novel words can be acquired and linked to their related words in the semantic network after a short learning phase, the concrete novel words are learned better. Our findings support the (extended) dual coding theory and broaden our understanding of adult word learning and changes in concept organization. PMID:29255440

The Influence of Concreteness of Concepts on the Integration of Novel Words into the Semantic Network.

PubMed

Ding, Jinfeng; Liu, Wenjuan; Yang, Yufang

2017-01-01

On the basis of previous studies revealing a processing advantage of concrete words over abstract words, the current study aimed to further explore the influence of concreteness on the integration of novel words into semantic memory with the event related potential (ERP) technique. In the experiment during the learning phase participants read two-sentence contexts and inferred the meaning of novel words. The novel words were two-character non-words in Chinese language. Their meaning was either a concrete or abstract known concept which could be inferred from the contexts. During the testing phase participants performed a lexical decision task in which the learned novel words served as primes for either their corresponding concepts, semantically related or unrelated targets. For the concrete novel words, the semantically related words belonged to the same semantic categories with their corresponding concepts. For the abstract novel words, the semantically related words were synonyms of their corresponding concepts. The unrelated targets were real words which were concrete or abstract for the concrete or abstract novel words respectively. The ERP results showed that the corresponding concepts and the semantically related words elicited smaller N400s than the unrelated words. The N400 effect was not modulated by the concreteness of the concepts. In addition, the concrete corresponding concepts elicited a smaller late positive component (LPC) than the concrete unrelated words. This LPC effect was absent for the abstract words. The results indicate that although both concrete and abstract novel words can be acquired and linked to their related words in the semantic network after a short learning phase, the concrete novel words are learned better. Our findings support the (extended) dual coding theory and broaden our understanding of adult word learning and changes in concept organization.

Faith: a concept analysis.

PubMed

Dyess, Susan Macleod

2011-12-01

This paper reports a concept analysis of faith. There are numerous scholars who consider spirituality and religiosity as they relate to health and nursing. Faith is often implied as linked to these concepts but deserves distinct exploration. In addition, as nursing practice conducted within communities of faith continues to emerge, concept clarification of faith is warranted. Qualitative analysis deliberately considered the concept of faith within the lens of Margaret Newman's health as expanding consciousness. Data sources used included a secondary analysis of stories collected within a study conducted in 2008, two specific reconstructed stories, the identification of attributes noted within these various stories and selected philosophical literature from 1950 to 2009.  A definition was identified from the analysis; faith is an evolving pattern of believing, that grounds and guides authentic living and gives meaning in the present moment of inter-relating. Four key attributes of faith were also identified as focusing on beliefs, foundational meaning for life, living authentically in accordance with beliefs, and interrelating with self, others and/or Divine. Although a seemingly universal concept, faith was defined individually. Faith appeared to be broader than spiritual practices and religious ritual and became the very foundation that enabled human beings to make sense of their world and circumstances. More work is needed to understand how faith community nursing can expand the traditional understanding of denominationally defined faith community practices and how nurses can support faith for individuals with whom they encounter within all nursing practice. © 2011 Blackwell Publishing Ltd.

The Challenge of Changing Deeply Held Student Beliefs about the Relativity of Simultaneity.

ERIC Educational Resources Information Center

Scherr, Rachel E.; Shaffer, Peter S.; Vokos, Stamatis

2002-01-01

Describes the development and assessment of instructional materials intended to improve student understanding of the concept of time in special relativity, the relativity of simultaneity, and the role of observers in inertial reference frames. Demonstrates the effect of the curriculum and illustrates the intense cognitive conflict as students are…

Geometry-Related Children's Literature Improves the Geometry Achievement and Attitudes of Second-Grade Students

ERIC Educational Resources Information Center

McAndrew, Erica M.; Morris, Wendy L.; Fennell, Francis

2017-01-01

Use of mathematics-related literature can engage students' interest and increase their understanding of mathematical concepts. A quasi-experimental study of two second-grade classrooms assessed whether daily inclusion of geometry-related literature in the classroom improved attitudes toward geometry and achievement in geometry. Consistent with the…

Students' conceptions of evidence during a university introductory forensic science course

NASA Astrophysics Data System (ADS)

Yeshion, Theodore Elliot

Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are offered for undergraduate science teachers, science teaching programs, and future research.

Reasoning strategies used by students to solve stoichiometry problems and its relationship to alternative conceptions, prior knowledge, and cognitive variables

NASA Astrophysics Data System (ADS)

de Astudillo, Luisa Rojas; Niaz, Mansoor

1996-06-01

Achievement in science depends on a series of factors that characterize the cognitive abilities of the students and the complex interactions between these factors and the environment that intervenes in the formation of students' background. The objective of this study is to: a) investigate reasoning strategies students use in solving stoichiometric problems; b) explore the relation between these strategies and alternative conceptions, prior knowledge and cognitive variables; and c) interpret the results within an epistemological framework. Results obtained show how stoichiometric relations produce conflicting situations for students, leading to conceptual misunderstanding of concepts, such as mass, atoms and moles. The wide variety of strategies used by students attest to the presence of competing and conflicting frameworks (progressive transitions, cf. Lakatos, 1970), leading to greater conceptual understanding. It is concluded that the methodology developed in this study (based on a series of closely related probing questions, generally requiring no calculations, that elicit student conceptual understanding to varying degrees within an intact classroom context) was influential in improving student performance. This improvement in performance, however, does not necessarily affect students' hard core of beliefs.

The African Indigenous Lens of Understanding Spirituality: Reflection on Key Emerging Concepts from a Reviewed Literature.

PubMed

Ohajunwa, Chioma; Mji, Gubela

2018-06-16

In this paper, we will present a reflection on reviewed literature on African indigenous understanding of spirituality, highlighting the influence of this concept on notions of the self, motivation and well-being. The indigenous understanding of spirituality is central to the understanding of the self as distinct, but positioned within the relational-collective self. This African indigenous perception of the self is grounded within the autonomous experience of the tenets of spirituality, which is explored in this paper through the lens of self-determination theory. The experience of autonomy, which is represented in this paper as choice and consent, competence and relatedness within spirituality, is considered as an intrinsic motivation factor for African indigenous communities to achieve well-being. Hence, we argue for the relevance of identifying and exploring ways that an understanding of the African indigenous spiritual belief systems, and the various ways that this understanding impacts on well-being for African indigenous communities, can be unearthed and scrutinized.

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models

NASA Astrophysics Data System (ADS)

Gold, A. U.; Harris, S. E.

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed knowledge of the greenhouse effect (e.g. direction of re-emission of infrared energy from greenhouse gas) are significantly more likely to be answered correctly by students who also produce expert-like concept sketch items than by students who don't include this aspect in their sketch and don't answer the multiple choice questions correctly. This difference is not as apparent for less technical multiple-choice questions (e.g. type of radiation emitted by Sun). Our findings explore the formation of student's mental models throughout different interventions and how well the different assessment techniques used in this study represent the student understanding of the overall concept.

The conception of life in synthetic biology.

PubMed

Deplazes-Zemp, Anna

2012-12-01

The phrase 'synthetic biology' is used to describe a set of different scientific and technological disciplines, which share the objective to design and produce new life forms. This essay addresses the following questions: What conception of life stands behind this ambitious objective? In what relation does this conception of life stand to that of traditional biology and biotechnology? And, could such a conception of life raise ethical concerns? Three different observations that provide useful indications for the conception of life in synthetic biology will be discussed in detail: 1. Synthetic biologists focus on different features of living organisms in order to design new life forms, 2. Synthetic biologists want to contribute to the understanding of life, and 3. Synthetic biologists want to modify life through a rational design, which implies the notions of utilising, minimising/optimising, varying and overcoming life. These observations indicate a tight connection between science and technology, a focus on selected aspects of life, a production-oriented approach to life, and a design-oriented understanding of life. It will be argued that through this conception of life synthetic biologists present life in a different light. This conception of life will be illustrated by the metaphor of a toolbox. According to the notion of life as a toolbox, the different features of living organisms are perceived as various rationally designed instruments that can be used for the production of the living organism itself or secondary products made by the organism. According to certain ethical positions this conception of life might raise ethical concerns related to the status of the organism, the motives of the scientists and the role of technology in our society.

Scientific approach as an understanding and applications of hydrological concepts of tropical rainforest

NASA Astrophysics Data System (ADS)

Haryanto, Z.; Setyasih, I.

2018-04-01

East Kalimantan has a variety of biomes, one of which is tropical rain forests. Tropical rain forests have enormous hydrological potential, so it is necessary to provide understanding to prospective teachers. Hydrology material cannot be separated from the concept of science, for it is needed the right way of learning so students easily understand the material. This research uses descriptive method with research subject is geography education students taking hydrology course at Faculty of Teacher Training and Education, Mulawarman University. The results showed that the students were able to observe, ask question, collect data, give reason, and communicate the hydrological conditions of tropical rain forest biomes, especially related to surface ground water and groundwater conditions. Tropical rainforests are very influenced by the hydrological conditions of the region and the availability of water is affected by the forest area as a catchment area. Therefore, the tropical rainforest must be maintained in condition and its duration, so that there is no water crisis and hydrological related disasters.

‘From the cat’s point of view’: upper secondary physics students’ reflections on Schrödinger’s thought experiment

NASA Astrophysics Data System (ADS)

Vinjusveen Myhrehagen, Henning; Bungum, Berit

2016-09-01

The thought experiment ‘Schrödinger’s cat’ exposes fundamental dilemmas in how we interpret quantum physics, and has a potential for deepening students’ understanding of this part of modern physics, including its philosophical consequences. In this paper we report results from the project ReleQuant on how Norwegian physics students in upper secondary schools interpret the thought experiment. The analysis resulted in nine categories, and we discuss how these relate to interpretations made by physicists, in particular the concept of superposition. Even if students’ responses in many cases can be related to interpretations that make sense in physics, we conclude that lack of knowledge about the purpose and the historical context of the thought experiment limits students understanding of the physics content. Exploring the thought experiment from a historical perspective might deepen student understanding of key concepts in quantum physics as well as of how physics develops.

Assessment of cognitive factors that impact on student knowledge of genetics

NASA Astrophysics Data System (ADS)

Gerow, Tracy Nelson

1999-12-01

Attaining an understanding of basic principles of inheritance and their implications is crucial for all people as society is confronted with a variety of ethical, sociological and ecological questions generated by the rapid growth of genetic knowledge. College level students are burdened by terminology, have difficulty making associations among related ideas, and often possess misconceptions or fragmented ideas about how traits are inherited. Subject comprehension is evaluated mostly with objective testing techniques that don't show how well students truly understand concepts. This research was done to determine how prior subject knowledge in biology and general cognitive ability affected community college students' understanding of several genetic principles both before and after completing a one-semester college biology course. Understanding of genetic principles was determined with a videotape assessment that evaluated student written explanations of experimental events. The evaluations were then used to place students into three categories: descriptive, transitional, and relational type learners. A subset of students was interviewed to better determine how thoroughly genetic concepts depicted in the videotape program were understood. Prior subject matter knowledge and cognitive level were discovered to be moderately correlated with ability to explain genetic phenomena. Most students in this study were categorized as either descriptive or transitional learners. Descriptive type students gave less detailed explanations, employed less successful problem solving methods, had more misconceptions and used feedback less effectively than did transitional type learners. The study results show that science teachers need to be aware of the heterogeneity existing in their students' background knowledge and cognitive skills. It demonstrated that a large contingency of students, descriptive learners, lack a framework of knowledge upon which to build new concepts or change old ones. Science teachers need to apply meaningful assessment methods as students progress through learning new concepts so that errors in thinking can be diagnosed and remedied with appropriate teaching strategies. It is anticipated that assessment methods that engage students in explaining their understanding of concepts will bring about significant changes in how students learn subjects like genetics and also impact instruction in this crucial area of biological science.

Assessing and Improving Student Understanding of Tree-Thinking

NASA Astrophysics Data System (ADS)

Kummer, Tyler A.

Evolution is the unifying theory of biology. The importance of understanding evolution by those who study the origins, diversification and diversity life cannot be overstated. Because of its importance, in addition to a scientific study of evolution, many researchers have spent time studying the acceptance and the teaching of evolution. Phylogenetic Systematics is the field of study developed to understand the evolutionary history of organisms, traits, and genes. Tree-thinking is the term by which we identify concepts related to the evolutionary history of organisms. It is vital that those who undertake a study of biology be able to understand and interpret what information these phylogenies are meant to convey. In this project, we evaluated the current impact a traditional study of biology has on the misconceptions students hold by assessing tree-thinking in freshman biology students to those nearing the end of their studies. We found that the impact of studying biology was varied with some misconceptions changing significantly while others persisted. Despite the importance of tree-thinking no appropriately developed concept inventory exists to measure student understanding of these important concepts. We developed a concept inventory capable of filling this important need and provide evidence to support its use among undergraduate students. Finally, we developed and modified activities as well as courses based on best practices to improve teaching and learning of tree-thinking and organismal diversity. We accomplished this by focusing on two key questions. First, how do we best introduce students to tree-thinking and second does tree-thinking as a course theme enhance student understanding of not only tree-thinking but also organismal diversity. We found important evidence suggesting that introducing students to tree-thinking via building evolutionary trees was less successful than introducing the concept via tree interpretation and may have in fact introduced or strengthened a misconception. We also found evidence that infusing tree-thinking into an organismal diversity course not only enhances student understanding of tree-thinking but also helps them better learn organismal diversity.

A Study of the Effectiveness of Three Types of Visual Devices on the Achievement of Selected Theoretical Concepts by Elementary School Children.

ERIC Educational Resources Information Center

McIntyre, Patrick Joseph

The purpose of this study was to determine the relative effectiveness of three different types of visual devices in an instructional program designed to teach an understanding of selected theoretical science concepts to elementary school children. The visual devices were prepared using Bruner's three modes of representation (enactive, iconic, and…

An Assessment of Student Knowledge in Fourth, Eighth and Eleventh Grades of Science and Natural Resource Concepts Related to Acidic Deposition.

ERIC Educational Resources Information Center

Brody, Michael; And Others

This study assessed the level of scientific and natural resource knowledge that 4th, 8th, and 11th grade students in Maine possessed concerning acidic deposition. A representative sample of public school students (n=175) was interviewed on 12 concept principles considered critical to a full understanding of the acidic deposition problem. These…

Emerging concepts for management of river ecosystems and challenges to applied integration of physical and biological sciences in the Pacific Northwest, USA

Treesearch

Bruce E. Rieman; Jason B. Dunham; James L. Clayton

2006-01-01

Integration of biological and physical concepts is necessary to understand and conserve the ecological integrity of river systems. Past attempts at integration have often focused at relatively small scales and on mechanistic models that may not capture the complexity of natural systems leaving substantial uncertainty about ecological responses to management actions....

Understanding the concept of resilience in relation to looked after children: A Delphi survey of perceptions from education, social care and foster care.

PubMed

South, Rebecca; Jones, Fergal W; Creith, Elaine; Simonds, Laura M

2016-04-01

There has been a surge of interest regarding the application of resilience theory in childcare practice and how resilience can be promoted among vulnerable children, in particular, looked after children. However, little is known about how people working with looked after children understand the concept of resilience. This study aimed to explore how social workers, teachers and foster carers, working with looked after children, understand resilience and whether there is consensus as to what constitutes resilience. The study also sought to explore whether there are differences in how resilience is constructed across these groups. In total, 106 participants took part in a Delphi survey (34 teachers, 36 foster carers, 36 social workers). There was moderate consensus that resilience related to survival, coping and a sense of self-worth. Resilience was not considered a panacea but a concept that also had limitations. Participants understood resilience in ways that were both similar and different to existing conceptualisations within the literature. However, there were many aspects of resilience for which there was no consensus or significant difference of opinion between the participant groups. The need for further training and research is discussed, in order to support attempts to promote resilience among looked after children. © The Author(s) 2015.

How Do You Like Your Science, Wet or Dry? How Two Lab Experiences Influence Student Understanding of Science Concepts and Perceptions of Authentic Scientific Practice

PubMed Central

Munn, Maureen; Knuth, Randy; Van Horne, Katie; Shouse, Andrew W.; Levias, Sheldon

2017-01-01

This study examines how two kinds of authentic research experiences related to smoking behavior—genotyping human DNA (wet lab) and using a database to test hypotheses about factors that affect smoking behavior (dry lab)—influence students’ perceptions and understanding of scientific research and related science concepts. The study used pre and post surveys and a focus group protocol to compare students who conducted the research experiences in one of two sequences: genotyping before database and database before genotyping. Students rated the genotyping experiment to be more like real science than the database experiment, in spite of the fact that they associated more scientific tasks with the database experience than genotyping. Independent of the order of completing the labs, students showed gains in their understanding of science concepts after completion of the two experiences. There was little change in students’ attitudes toward science pre to post, as measured by the Scientific Attitude Inventory II. However, on the basis of their responses during focus groups, students developed more sophisticated views about the practices and nature of science after they had completed both research experiences, independent of the order in which they experienced them. PMID:28572181

Concept analysis: confidence/self-confidence.

PubMed

Perry, Patricia

2011-01-01

Confidence and self-confidence are crucial practice elements in nursing education and practice. Nurse educators should have an understanding of the concept of confidence in order to assist in the accomplishment of nursing students and their learning of technical and nontechnical skills. With the aim of facilitating trusted care of patients in the healthcare setting, nursing professionals must exhibit confidence, and, as such, clarification and analysis of its meaning is necessary. The purpose of this analysis is to provide clarity to the meaning of the concept confidence/self-confidence, while gaining a more comprehensive understanding of its attributes, antecedents, and consequences. Walker and Avant's eight-step method of concept analysis was utilized for the framework of the analysis process with model, contrary, borderline, and related cases presented along with attributes, antecedents, consequences, and empirical referents identified. Understanding both the individualized development of confidence among prelicensure nursing students and the role of the nurse educator in the development of confident nursing practice, nurse educators can assist students in the development of confidence and competency. Future research surrounding the nature and development of confidence/self-confidence in the prelicensure nursing student experiencing human patient simulation sessions would assist to help educators further promote the development of confidence. © 2011 Wiley Periodicals, Inc.

Six Wishes of a Public Service Librarian.

ERIC Educational Resources Information Center

Fescemyer, Kathy

2001-01-01

Suggests concepts related to information that would be valuable to library users, including the expenses related to information; unique qualities and characteristics of databases; limits of the Web; understanding differences between magazines and scholarly journals; search engine differences; and an appreciation for the amount and variety of…

Evidence in clinical reasoning: a computational linguistics analysis of 789,712 medical case summaries 1983-2012.

PubMed

Seidel, Bastian M; Campbell, Steven; Bell, Erica

2015-03-21

Better understanding of clinical reasoning could reduce diagnostic error linked to 8% of adverse medical events and 30% of malpractice cases. To a greater extent than the evidence-based movement, the clinical reasoning literature asserts the importance of practitioner intuition—unconscious elements of diagnostic reasoning. The study aimed to analyse the content of case report summaries in ways that explored the importance of an evidence concept, not only in relation to research literature but also intuition. The study sample comprised all 789,712 abstracts in English for case reports contained in the database PUBMED for the period 1 January 1983 to 31 December 2012. It was hypothesised that, if evidence and intuition concepts were viewed by these clinical authors as essential to understanding their case reports, they would be more likely to be found in the abstracts. Computational linguistics software was used in 1) concept mapping of 21,631,481 instances of 201 concepts, and 2) specific concept analyses examining 200 paired co-occurrences for 'evidence' and research 'literature' concepts. 'Evidence' is a fundamentally patient-centred, intuitive concept linked to less common concepts about underlying processes, suspected disease mechanisms and diagnostic hunches. In contrast, the use of research literature in clinical reasoning is linked to more common reasoning concepts about specific knowledge and descriptions or presenting features of cases. 'Literature' is by far the most dominant concept, increasing in relevance since 2003, with an overall relevance of 13% versus 5% for 'evidence' which has remained static. The fact that the least present types of reasoning concepts relate to diagnostic hunches to do with underlying processes, such as what is suspected, raises questions about whether intuitive practitioner evidence-making, found in a constellation of dynamic, process concepts, has become less important. The study adds support to the existing corpus of research on clinical reasoning, by suggesting that intuition involves a complex constellation of concepts important to how the construct of evidence is understood. The list of concepts the study generated offers a basis for reflection on the nature of evidence in diagnostic reasoning and the importance of intuition to that reasoning.

Deepening, and repairing, the metabolic rift.

PubMed

Schneider, Mindi; McMichael, Philip

2010-01-01

This paper critically assesses the metabolic rift as a social, ecological, and historical concept describing the disruption of natural cycles and processes and ruptures in material human-nature relations under capitalism. As a social concept, the metabolic rift presumes that metabolism is understood in relation to the labour process. This conception, however, privileges the organisation of labour to the exclusion of the practice of labour, which we argue challenges its utility for analysing contemporary socio-environmental crises. As an ecological concept, the metabolic rift is based on outmoded understandings of (agro) ecosystems and inadequately describes relations and interactions between labour and ecological processes. Historically, the metabolic rift is integral to debates about the definitions and relations of capitalism, industrialism, and modernity as historical concepts. At the same time, it gives rise to an epistemic rift, insofar as the separation of the natural and social worlds comes to be expressed in social thought and critical theory, which have one-sidedly focused on the social. We argue that a reunification of the social and the ecological, in historical practice and in historical thought, is the key to repairing the metabolic rift, both conceptually and practically. The food sovereignty movement in this respect is exemplary.

Team-Based Care: A Concept Analysis.

PubMed

Baik, Dawon

2017-10-01

The purpose of this concept analysis is to clarify and analyze the concept of team-based care in clinical practice. Team-based care has garnered attention as a way to enhance healthcare delivery and patient care related to quality and safety. However, there is no consensus on the concept of team-based care; as a result, the lack of common definition impedes further studies on team-based care. This analysis was conducted using Walker and Avant's strategy. Literature searches were conducted using PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), and PsycINFO, with a timeline from January 1985 to December 2015. The analysis demonstrates that the concept of team-based care has three core attributes: (a) interprofessional collaboration, (b) patient-centered approach, and (c) integrated care process. This is accomplished through understanding other team members' roles and responsibilities, a climate of mutual respect, and organizational support. Consequences of team-based care are identified with three aspects: (a) patient, (b) healthcare professional, and (c) healthcare organization. This concept analysis helps better understand the characteristics of team-based care in the clinical practice as well as promote the development of a theoretical definition of team-based care. © 2016 Wiley Periodicals, Inc.

Comparison of Students' Understanding of Functions in Classes Following English and Israeli National Curricula

ERIC Educational Resources Information Center

Watson, Anne; Ayalon, Michal; Lerman, Stephen

2018-01-01

This paper arises from a study of how concepts related to understanding functions develop for students across the years of secondary/high school, using small samples from two different curricula systems: England and Israel. We used a survey consisting of function tasks developed in collaboration with teachers from both curriculum systems. We…

Some Difficulties in Understanding Negative Numbers Faced by Students: A Qualitative Study Applied at Secondary Schools in Indonesia

ERIC Educational Resources Information Center

Fuadiah, Nyiayu Fahriza; Suryadi, Didi; Turmudi

2017-01-01

This study revealed how students' understanding of negative numbers and identified their difficulties related with the concept of integer and its counting operation as part of identifying epistemological obstacles about negative numbers. Even though teachers have explained counting operation procedure of integer, but there was concept…

Towards a Cross-Cultural Understanding of Ageing and Learning by Senior Adults in Hong Kong and Australia

ERIC Educational Resources Information Center

Tam, Maureen

2017-01-01

Ageing and learning are value-laden concepts that are culturally relevant. Culture plays an important role in influencing what people think, resulting in different views and understandings by people from diverse cultural backgrounds. In the literature, there have been research and discussions relating culture with ageing and culture with learning…

Transitions between School and Work: Some New Understandings and Questions about Adult Mathematics.

ERIC Educational Resources Information Center

Beach, King

There is dissonance between the lives of adult students in rural Nepal in a subsistence-level agrarian community and their participation in school. The concept of "transfer" has several shortcomings from the standpoint of understanding relations between mathematical reasoning in the classroom and in the workplace. It is more helpful to…

From Phenotype to Genotype: Exploring Middle School Students' Understanding of Genetic Inheritance in a Web-Based Environment

ERIC Educational Resources Information Center

Williams, Michelle; Montgomery, Beronda L.; Manokore, Viola

2012-01-01

Research shows that students face challenges as they learn about genetic inheritance. The challenges could emanate from the fact that genetic inheritance involves unseen processes at different organizational levels. We explored students' understanding of heredity and related concepts such as cells and reproduction using a Web-based Science Inquiry…

Children's Understanding of the Inverse Relation between Multiplication and Division

ERIC Educational Resources Information Center

Robinson, Katherine M.; Dube, Adam K.

2009-01-01

Children's understanding of the inversion concept in multiplication and division problems (i.e., that on problems of the form "d multiplied by e/e" no calculations are required) was investigated. Children in Grades 6, 7, and 8 completed an inversion problem-solving task, an assessment of procedures task, and a factual knowledge task of simple…

Technologies to Enhance and Extend Children's Understanding of Geometry: A Configurative Thematic Synthesis of the Literature

ERIC Educational Resources Information Center

Crompton, Helen; Grant, Melva R.; Shraim, Khitam Y. H.

2018-01-01

Empirical evidence indicates that students are not learning geometry with relational understanding of the concepts. Studies have shown that digital technologies can support students in mathematics. The purpose of this study was to find which technologies and technological affordances are specific to learners of geometry. This paper presents the…

The Electromagnetic Conception of Nature at the Root of the Special and General Relativity Theories and its Revolutionary Meaning

NASA Astrophysics Data System (ADS)

Giannetto, Enrico R. A.

2009-06-01

The revolution in XX century physics, induced by relativity theories, had its roots within the electromagnetic conception of Nature. It was developed through a tradition related to Brunian and Leibnizian physics, to the German Naturphilosophie and English XIXth physics. The electromagnetic conception of Nature was in some way realized by the relativistic dynamics of Poincaré of 1905. Einstein, on the contrary, after some years, linked relativistic dynamics to a semi-mechanist conception of Nature. He developed general relativity theory on the same ground, but Hilbert formulated it starting from the electromagnetic conception of Nature. Here, a comparison between these two conceptions is proposed in order to understand the conceptual foundations of special relativity within the context of the changing world views. The whole history of physics as well as history of science can be considered as a conflict among different worldviews. Every theory, as well as every different formulation of a theory implies a different worldview: a particular image of Nature implies a particular image of God (atheism too has a particular image of God) as well as of mankind and of their relationship. Thus, it is very relevant for scientific education to point out which image of Nature belongs to a particular formulation of a theory, which image comes to dominate and for which ideological reason.

Probability concepts in quality risk management.

PubMed

Claycamp, H Gregg

2012-01-01

Essentially any concept of risk is built on fundamental concepts of chance, likelihood, or probability. Although risk is generally a probability of loss of something of value, given that a risk-generating event will occur or has occurred, it is ironic that the quality risk management literature and guidelines on quality risk management tools are relatively silent on the meaning and uses of "probability." The probability concept is typically applied by risk managers as a combination of frequency-based calculation and a "degree of belief" meaning of probability. Probability as a concept that is crucial for understanding and managing risk is discussed through examples from the most general, scenario-defining and ranking tools that use probability implicitly to more specific probabilistic tools in risk management. A rich history of probability in risk management applied to other fields suggests that high-quality risk management decisions benefit from the implementation of more thoughtful probability concepts in both risk modeling and risk management. Essentially any concept of risk is built on fundamental concepts of chance, likelihood, or probability. Although "risk" generally describes a probability of loss of something of value, given that a risk-generating event will occur or has occurred, it is ironic that the quality risk management literature and guidelines on quality risk management methodologies and respective tools focus on managing severity but are relatively silent on the in-depth meaning and uses of "probability." Pharmaceutical manufacturers are expanding their use of quality risk management to identify and manage risks to the patient that might occur in phases of the pharmaceutical life cycle from drug development to manufacture, marketing to product discontinuation. A probability concept is typically applied by risk managers as a combination of data-based measures of probability and a subjective "degree of belief" meaning of probability. Probability as a concept that is crucial for understanding and managing risk is discussed through examples from the most general, scenario-defining and ranking tools that use probability implicitly to more specific probabilistic tools in risk management.

Dynamic Boolean Mathematics

ERIC Educational Resources Information Center

Bossé, Michael J.; Adu-Gyamfi, Kwaku; Chandler, Kayla; Lynch-Davis, Kathleen

2016-01-01

Dynamic mathematical environments allow users to reify mathematical concepts through multiple representations, transform mathematical relations and organically explore mathematical properties, investigate integrated mathematics, and develop conceptual understanding. Herein, we integrate Boolean algebra, the functionalities of a dynamic…

Teaching Science through Physical Education.

ERIC Educational Resources Information Center

Kumar, David; Whitehurst, Michael

1997-01-01

Physical education can serve as a vehicle for teaching science and make student understanding of certain personal health-related science concepts meaningful. Describes activities involving the musculoskeletal system, the nervous system, and the cardiovascular system. (DKM)

Analyzing student conceptual understanding of resistor networks using binary, descriptive, and computational questions

NASA Astrophysics Data System (ADS)

Mujtaba, Abid H.

2018-02-01

This paper presents a case study assessing and analyzing student engagement with and responses to binary, descriptive, and computational questions testing the concepts underlying resistor networks (series and parallel combinations). The participants of the study were undergraduate students enrolled in a university in Pakistan. The majority of students struggled with the descriptive question, and while successfully answering the binary and computational ones, they failed to build an expectation for the answer, and betrayed significant lack of conceptual understanding in the process. The data collected was also used to analyze the relative efficacy of the three questions as a means of assessing conceptual understanding. The three questions were revealed to be uncorrelated and unlikely to be testing the same construct. The ability to answer the binary or computational question was observed to be divorced from a deeper understanding of the concepts involved.

Extracting semantics from audio-visual content: the final frontier in multimedia retrieval.

PubMed

Naphade, M R; Huang, T S

2002-01-01

Multimedia understanding is a fast emerging interdisciplinary research area. There is tremendous potential for effective use of multimedia content through intelligent analysis. Diverse application areas are increasingly relying on multimedia understanding systems. Advances in multimedia understanding are related directly to advances in signal processing, computer vision, pattern recognition, multimedia databases, and smart sensors. We review the state-of-the-art techniques in multimedia retrieval. In particular, we discuss how multimedia retrieval can be viewed as a pattern recognition problem. We discuss how reliance on powerful pattern recognition and machine learning techniques is increasing in the field of multimedia retrieval. We review the state-of-the-art multimedia understanding systems with particular emphasis on a system for semantic video indexing centered around multijects and multinets. We discuss how semantic retrieval is centered around concepts and context and the various mechanisms for modeling concepts and context.

Bridging the gap: using microsociological theory to understand how expressed emotion predicts clinical outcomes.

PubMed

Stanhope, Victoria; Solomon, Phyllis

2007-06-01

Research has shown that expressed emotion (EE) among families is a strong predictor of relapse for people with severe mental illness. Recent studies have also found the presence of EE in consumer-provider relationships. Despite high consistency in the findings related to EE and relapse, the concept has weak validity as little is known about how exactly it triggers relapse. Microsociological theory provides a framework with which to analyze social interaction and, more specifically, understand how interactions relate to the emotions of pride and shame. By identifying the components of interaction rituals, the theory provides insight into the key processes underlying EE and demonstrates how methodologies based on direct observation have the potential to measure EE with greater validity. This article describes how microsociological theory can be applied to the concept of EE.

Examining the Conceptual Understandings of Geoscience Concepts of Students with Visual Impairments: Implications of 3-D Printing

NASA Astrophysics Data System (ADS)

Koehler, Karen E.

The purpose of this qualitative study was to explore the use of 3-D printed models as an instructional tool in a middle school science classroom for students with visual impairments and compare their use to traditional tactile graphics for aiding conceptual understanding of geoscience concepts. Specifically, this study examined if the students' conceptual understanding of plate tectonics was different when 3-D printed objects were used versus traditional tactile graphics and explored the misconceptions held by students with visual impairments related to plate tectonics and associated geoscience concepts. Interview data was collected one week prior to instruction and one week after instruction and throughout the 3-week instructional period and additional ata sources included student journals, other student documents and audio taped instructional sessions. All students in the middle school classroom received instruction on plate tectonics using the same inquiry-based curriculum but during different time periods of the day. One group of students, the 3D group, had access to 3-D printed models illustrating specific geoscience concepts and the group of students, the TG group, had access to tactile graphics illustrating the same geoscience concepts. The videotaped pre and post interviews were transcribed, analyzed and coded for conceptual understanding using constant comparative analysis and to uncover student misconceptions. All student responses to the interview questions were categorized in terms of conceptual understanding. Analysis of student journals and classroom talk served to uncover student mental models and misconceptions about plate tectonics and associated geoscience concepts to measure conceptual understanding. A slight majority of the conceptual understanding before instruction was categorized as no understanding or alternative understanding and after instruction the larger majority of conceptual understanding was categorized as scientific or scientific with fragments. Most of the participants in the study increased their scientific understandings of plate tectonics and other geoscience concepts and held more scientific understandings after instruction than before instruction. All students had misconceptions before the instructional period began, but the number of misconceptions were fewer after the instructional period. Students in the TG group not only had fewer misconceptions than the 3D group before instruction, but also after instruction. Many of the student misconceptions were similar to those held by students with typical vision; however, some were unique to students with visual impairments. One unique aspect of this study was the examination of student mental models, which had not previously been done with students with visual impairments, but is more commonplace in research on students with typical vision. Student mental models were often descriptive rather than explanatory, often incorporating scientific language, but not clearly showing that the student had a complete grasp of the concept. Consistent with prior research, the use of 3-D printed models instead of tactile graphics seemed to make little difference either positively or negatively on student conceptual understanding; however, the participants did interact with the 3-D printed models differently, sometimes gleaning additional information from them. This study also provides additional support for inquiry-based instruction as an effective means of science instruction for students with visual impairments.

What is rate? Does context or representation matter?

NASA Astrophysics Data System (ADS)

Herbert, Sandra; Pierce, Robyn

2011-12-01

Rate is an important, but difficult, mathematical concept. Despite more than 20 years of research, especially with calculus students, difficulties are reported with this concept. This paper reports the results from analysis of data from 20 Australian Grade 10 students. Interviews targeted students' conceptions of rate, focussing on the influence of representation and context on their expression of their understanding of rate. This analysis shows that different representations of functions provide varying levels of rate-related information for individual students. Understandings of rate in one representation or context are not necessarily transferred to another representation or context. Rate is an important, but commonly misunderstood, mathematical concept with many everyday applications (Swedosh, Dowsey, Caruso, Flynn, & Tynan, 2007). It is a complicated concept comprising many interwoven ideas such as the ratio of two numeric, measurable quantities but in a context where both quantities are changing. In mathematics classes, this is commonly expressed as change in the dependent variable resulting from a unit change in the independent variable, and variously described as constant or variable rate; average or instantaneous rate. In addition, rate may be seen as a purely abstract mathematical notion or embedded in the understanding of real-world applications. This paper explores the research question: Are students' expressions of their conceptions of rate affected by either context or mathematical representation? This question was part of a larger study (Herbert, 2010) conducted with Grade 10 students from the Australian state of Victoria.

Understanding healing: a conceptual analysis.

PubMed

Wendler, M C

1996-10-01

The practice of the healing arts has been a part of human history since ancient times. Despite the development of related scholarly concepts in nursing such as caring, healing remains an enigma. Using conceptual analysis a clear definition of healing within a Rogerian/Newmanian framework is explicated. Case development assists in the understanding of healing as a concept, and questions arising from this definition provide focus for further scholarly work. A result of this process of concept analysis was the development of a definition of healing which is clear and which fits the theoretical underpinnings of the unitary-transformative paradigm. Healing, as a core variable of interest in the study of health, provides important parameters for study. The definition of healing which arose from the concept analysis is: Healing is an experiential, energy-requiring process in which space is created through a caring relationship in a process of expanding consciousness and results in a sense of wholeness, integration, balance and transformation and which can never be fully known.

Interaction of learning approach with concept integration and achievement in a large guided inquiry organic class

NASA Astrophysics Data System (ADS)

Mewhinney, Christina

A study was conducted to investigate the relationship of students' concept integration and achievement with time spent within a topic and across related topics in a large first semester guided inquiry organic chemistry class. Achievement was based on evidence of algorithmic problem solving; and concept integration was based on demonstrated performance explaining, applying, and relating concepts to each other. Twelve individual assessments were made of both variables over three related topics---acid/base, nucleophilic substitution and electrophilic addition reactions. Measurements included written, free response and ordered multiple answer questions using a classroom response system. Results demonstrated that students can solve problems without conceptual understanding. A second study was conducted to compare the students' learning approach at the beginning and end of the course. Students were scored on their preferences for a deep, strategic, or surface approach to learning based on their responses to a pre and post survey. Results suggest that students significantly decreased their preference for a surface approach during the semester. Analysis of the data collected was performed to determine the relationship between students' learning approach and their concept integration and achievement in this class. Results show a correlation between a deep approach and concept integration and a strong negative correlation between a surface approach and concept integration.

Investigating and improving introductory physics students’ understanding of electric flux

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2018-07-01

A solid grasp of the concept of electric flux is an important pre-requisite for appropriate use of Gauss’s law in solving electrostatics problems. As part of a broader investigation focusing on improving understanding of electrostatics concepts, we investigated the conceptual difficulties of college students in a traditionally taught calculus-based introductory physics course with the concept of electric flux and then the research on student difficulties was used as a guide in the development and evaluation of a research-validated tutorial which strives to help students learn this concept better. During the investigation of difficulties and the design and validation of the guided inquiry-based tutorial, college students in a calculus-based introductory physics course were given written questions to probe the common conceptual difficulties with the electric flux related concepts, and we also interviewed a subset of those students to get an in-depth account of the reasons behind the conceptual difficulties. The guided inquiry-based learning sequences in the tutorial were also iterated several times with instructors who regularly teach these courses. Here we discuss the common student difficulties with the electric flux found in our investigations, and the development and validation of a tutorial that strives to improve student understanding. We analyse how students performed on the pre-test (administered before the electric flux tutorial but after traditional instruction in the electric flux concepts) and on the post-test (administered after students in the tutorial group had engaged with the electric flux related tutorial). The performance of students in all sections of the course was comparable on the pre-test regardless of who taught that section. However, on the post-test, the performance of those in the sections of the course in which students engaged with the tutorial is significantly better that the section in which the tutorial was not used.

Intuition and rational decision-making in professional thinking: a false dichotomy?

PubMed

Easen, P; Wilcockson, J

1996-10-01

A number of researchers have sought to understand what enables the 'expert' professional to achieve a rapid and effortless understanding of presenting situations. Central to many of the explanations offered is the term 'intuition'. It might be thought, therefore, that the word describes a coherent concept embracing certain related features and used with consistency. A study of the literature suggests that this is not so. 'Intuition' is more than a contested concept, it is also used in ways that lack both clarity and coherence. Some of the confusion associated with the concept seems to stem from the belief that intuition is an irrational process. As a consequence, it is assumed that intuition can be neither fully understood nor explained. In this paper we discuss a number of issues relating to the nature of 'intuition'. We argue that intuition may be understood as an irrational process that has a rational basis. Intuitive thinking has certain essential features and involves the use of a sound, rational, relevant knowledge base in situations that, through experience, are so familiar that the person has learned how to recognize and act on appropriate patterns.

Karl Marx, Ludwig Wittgenstein, and Black Underachievement in the United States and United Kingdom

ERIC Educational Resources Information Center

Tomlin, Carol; Wright, Cecile; Mocombe, Paul C.

2013-01-01

This article synthesizes Marxian conceptions of identity construction within capitalist relations of production with the Wittgensteinian notion of "language games" to offer a more appropriate relational framework within which scholars ought to understand the Black-White academic achievement gap in America, the United Kingdom, and…

Pre-Med Physics: What and Why.

ERIC Educational Resources Information Center

Nichparenko, Sue Broadston

1985-01-01

Discusses issues related to the physics concepts/topics needed by health professionals, suggesting that medical students can better understand how the body works by completing meaningful physics courses. Also addresses related concerns expressed by medical students and faculty. A list of 41 physics topics cross-referenced to medical topics is…

Preservice History Teachers' Perceptions of Subject Matter Competency

ERIC Educational Resources Information Center

Yildirim, Tercan; Yazici, Fatih

2017-01-01

Teachers should be able to understand conceptual constructs, viewpoints, and principles related to their field and organize teaching process accordingly. This is valid also for history teachers. They are expected to comprehend the basic conceptions related to subject areas and reflect them on classroom practices. The association between subject…

Storytelling: A Strategy for Providing Context for Learning.

PubMed

Billings, Diane M

2016-03-01

Storytelling--a narrative of events related to nursing and linked to evidence--provides a context for learning, particularly for learners who require a rich context to understand and integrate concepts related to patient care. This article offers suggestions for developing and using stories in nursing education. Copyright 2016, SLACK Incorporated.

Understanding the Transition of Public Universities to Institutional Autonomy in Kazakhstan

ERIC Educational Resources Information Center

Sagintayeva, Aida; Kurakbayev, Kairat

2015-01-01

Although institutional autonomy has recently received significant attention from scholars and policy-makers in much of the world, few studies have been made of the universities in transition towards institutional autonomy in post-Soviet countries. Autonomy and its related concept of public accountability are relatively new phenomena in…

The Inverse Relation between Multiplication and Division: Concepts, Procedures, and a Cognitive Framework

ERIC Educational Resources Information Center

Robinson, Katherine M.; LeFevre, Jo-Anne

2012-01-01

Researchers have speculated that children find it more difficult to acquire conceptual understanding of the inverse relation between multiplication and division than that between addition and subtraction. We reviewed research on children and adults' use of shortcut procedures that make use of the inverse relation on two kinds of problems:…

A relational perspective on autonomy for older adults residing in nursing homes.

PubMed

Sherwin, Susan; Winsby, Meghan

2011-06-01

To review critically the traditional concept of autonomy, propose an alternative relational interpretation of autonomy, and discuss how this would operate in identifying and addressing ethical issues that arise in the context of nursing home care for older adults. Respect for patient autonomy has been the cornerstone of clinical bioethics for several decades. Important though this principle is, there is debate on how to interpret the core concept of autonomy. We review the appeal of the traditional approach to autonomy in health care and then identify some of the difficulties with this conception. We use philosophical methods to explain and discuss the traditional and relational conceptions of autonomy and we illuminate our discussion with examples of various contextual applications. We support the relational conception of autonomy as offering a richer, more contextualized understanding of autonomy which attends to the social, political and economic conditions that serve as background to an agent's deliberations. To illuminate these ideas, we discuss the situation of frail older adults who frequently find their autonomy limited not only by their medical conditions but also by cultural prejudices against the aged and by the conditions commonly found within the nursing homes in which many reside. We propose ways of improving the relational autonomy of this population. © 2010 Blackwell Publishing Ltd.

A relational perspective on autonomy for older adults residing in nursing homes

PubMed Central

Sherwin, Susan; Winsby, Meghan

2011-01-01

Abstract Aim  To review critically the traditional concept of autonomy, propose an alternative relational interpretation of autonomy, and discuss how this would operate in identifying and addressing ethical issues that arise in the context of nursing home care for older adults. Background  Respect for patient autonomy has been the cornerstone of clinical bioethics for several decades. Important though this principle is, there is debate on how to interpret the core concept of autonomy. We review the appeal of the traditional approach to autonomy in health care and then identify some of the difficulties with this conception. Methods  We use philosophical methods to explain and discuss the traditional and relational conceptions of autonomy and we illuminate our discussion with examples of various contextual applications. Conclusion  We support the relational conception of autonomy as offering a richer, more contextualized understanding of autonomy which attends to the social, political and economic conditions that serve as background to an agent’s deliberations. To illuminate these ideas, we discuss the situation of frail older adults who frequently find their autonomy limited not only by their medical conditions but also by cultural prejudices against the aged and by the conditions commonly found within the nursing homes in which many reside. We propose ways of improving the relational autonomy of this population. PMID:21029285

Exploring physics concepts among novice teachers through CMAP tools

NASA Astrophysics Data System (ADS)

Suprapto, N.; Suliyanah; Prahani, B. K.; Jauhariyah, M. N. R.; Admoko, S.

2018-03-01

Concept maps are graphical tools for organising, elaborating and representing knowledge. Through Cmap tools software, it can be explored the understanding and the hierarchical structuring of physics concepts among novice teachers. The software helps physics teachers indicated a physics context, focus questions, parking lots, cross-links, branching, hierarchy, and propositions. By using an exploratory quantitative study, a total 13-concept maps with different physics topics created by novice physics teachers were analysed. The main differences of scoring between lecturer and peer-teachers’ scoring were also illustrated. The study offered some implications, especially for physics educators to determine the hierarchical structure of the physics concepts, to construct a physics focus question, and to see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map.

Need for Initiatives to Promote Procedural Understanding in Physics among School Teachers

NASA Astrophysics Data System (ADS)

Khaparde, Rajesh B.

2010-07-01

It is believed that there are three essential abilities which a student develops through a set of introductory physics laboratory courses. These abilities include 1) conceptual understanding, 2) experimental skills, and 3) procedural understanding. While the first two are well accepted, the third one is often implicit and goes behind the planning and execution of experimental physics. Procedural understanding has been described by a number of researchers including R. Gott and S. Duggan [1], and R. Roberts [2]. The author in his work [3] has adopted the approach of these researchers and extended it to physics laboratory training at the university level. Procedural understanding is the understanding of a set of ideas or concepts related to the `knowing how' of science and needed to put science into practice. It is the understanding of `concepts of evidence' like variable identification, sample size, variable types, relative scale, range, interval, choice of instruments, repeatability, graph type, etc. It is the thinking behind the doing and is a kind of cognitive understanding in its own right. It has been observed that while school (Grade 1-12) teachers are reasonably prepared to help students with respect to the development of conceptual understanding and experimental skills, a few are aware of the contents, methods and strategies related to the development of procedural understanding. It is felt that school teachers can play a very important role in helping students to develop procedural understanding at an early stage of their education and before students enter university courses. A need was felt to initiate and promote well-planned teacher improvement programmes at various levels of school education, with an objective to develop procedural understanding and understand the strategies of teaching suitable for various regions and learning environments. The author has initiated one such programme in India and will present details of a workshop organized at Mumbai, India.

Children's aesthetic understanding of photographic art and the quality of art-related parent-child interactions.

PubMed

Szechter, Lisa E; Liben, Lynn S

2007-01-01

This research was designed to examine the quality of children's aesthetic understanding of photographs, observe social interactions between parents and children in this aesthetic domain, and study whether qualitatively different dyadic interactions were associated with children's own aesthetic understanding. Parents and children (7-13 years; 40 dyads) individually completed measures of aesthetic understanding and jointly selected photographs for a souvenir scrapbook. Parents' artistic experience varied widely and was associated with their own performance on aesthetic understanding measures. Children's performance on the individual aesthetic tasks was related to age, but not to parents' art experience nor to the qualities of parent-child discussions of aesthetic concepts. Among both parents and children, artistic experience was associated with aesthetic preferences for photographs.

Ecosystem services and climate change: Understanding the differences and identifying opportunities for forest carbon

Treesearch

Robert L. Deal; Crystal Raymond; David L. Peterson; Cindy Glick

2010-01-01

There are a number of misunderstandings about “ecosystem services” and “climate change” and these terms are often used incorrectly to describe different concepts. These concepts address different issues and objectives but have some important integrating themes relating to carbon and carbon sequestration. In this paper, we provide definitions and distinctions between...

Students' Understanding of Stern Gerlach Experiment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zhu Guangtian; Singh, Chandralekha

2009-11-05

The Stern Gerlach experiment has played a central role in the discovery of spin angular momentum and it has also played a pivotal role in elucidating foundational issues in quantum mechanics. Here, we discuss investigation of students' difficulties related to the Stern Gerlach experiment by giving written tests and interviewing advanced undergraduate and graduate students in quantum mechanics. We also discuss preliminary data that suggest that the Quantum Interactive Learning Tutorial (QuILT) related to the Stern Gerlach experiment is helpful in improving students' understanding of these concepts.

Application of an ecological framework to examine barriers to the adoption of safer conception strategies by HIV-affected couples.

PubMed

Saleem, Haneefa T; Surkan, Pamela J; Kerrigan, Deanna; Kennedy, Caitlin E

2016-01-01

Safer conception interventions can significantly reduce the risk of horizontal HIV transmission between HIV-serodiscordant partners. However, prior to implementing safer conception interventions, it is essential to understand potential barriers to their adoption so that strategies can be developed to overcome these barriers. This paper examines potential barriers to the adoption of safer conception strategies by HIV-affected couples in Iringa, Tanzania using an ecological framework. We interviewed 30 HIV-positive women, 30 HIV-positive men and 30 health providers engaged in delivering HIV-related services. We also conducted direct observations at five health facilities. Findings suggest that there are multiple barriers to safer conception that operate at the individual, relational, environmental, structural, and super-structural levels. The barriers to safer conception identified are complex and interact across these levels. Barriers at the individual level included antiretroviral adherence, knowledge of HIV status, knowledge and acceptability of safer conception strategies, and poor nutrition. At the relational level, unplanned pregnancies, non-disclosure of status, gendered power dynamics within relationships, and patient-provider interactions posed a threat to safer conception. HIV stigma and distance to health facilities were environmental barriers to safer conception. At the structural level there were multiple barriers to safer conception, including limited safer conception policy guidelines for people living with HIV (PLHIV), lack of health provider training in safer conception strategies and preconception counseling for PLHIV, limited resources, and lack of integration of HIV and sexual and reproductive health services. Poverty and gender norms were super-structural factors that influenced and reinforced barriers to safer conception, which influenced and operated across different levels of the framework. Multi-level interventions are needed to ensure adoption of safer conception strategies and reduce the risk of HIV transmission between partners within HIV-serodiscordant couples.

Do Spanish Medical Students Understand the Concept of Brain Death?

PubMed

Ríos, Antonio; López-Navas, A; López-López, A; Gómez, F J; Iriarte, J; Herruzo, R; Blanco, G; Llorca, F J; Asunsolo, A; Sánchez, P; Gutiérrez, P R; Fernández, A; de Jesús, M T; Alarcón, L Martínez; Del Olivo, M; Fuentes, L; Hernández, J R; Virseda, J; Yelamos, J; Bondía, J A; Hernández, A M; Ayala, M A; Ramírez, P; Parrilla, P

2018-03-01

To analyze the level of understanding of the brain death concept among medical students in universities in Spain. This cross-sectional sociological, interdisciplinary, and multicenter study was performed on 9598 medical students in Spain. The sample was stratified by geographical area and academic year. A previously validated self-reported measure of brain death knowledge (questionnaire Proyecto Colaborativo Internacional Donante sobre la Donación y Transplante de Organos) was completed anonymously by students. Respondents completed 9275 surveys for a completion rate of 95.7%. Of those, 67% (n = 6190) of the respondents understood the brain death concept. Of the rest, 28% (n = 2652) did not know what it meant, and the remaining 5% (n = 433) believed that it did not mean that the patient was dead. The variables related to a correct understanding of the concept were: (1) being older ( P < .001), (2) studying at a public university ( P < .001), (3) year of medical school ( P < .001), (4) studying at one of the universities in the south of Spain ( P = .003), (5) having discussed donation and transplantation with the family ( P < .001), (6) having spoken to friends about the matter ( P < .001), (7) a partner's favorable attitude toward donation and transplantation ( P < .001), and (8) religious beliefs ( P < .001). Sixty-seven percent of medical students know the concept of brain death, and knowledge improved as they advanced in their degree.

The power of water

NASA Astrophysics Data System (ADS)

Mavrodi, Aikaterini

2017-04-01

This programme has been designed to help students understand: 1. The connections between the Watershed Protection and the water they use, exploring the watersheds in the area of their residence. Students will be guided to understand a variety of concepts related to water use, efficiency, and students' own impacts on their watershed. 2. The water supply: Where does it come from? Once the students understand their home watershed the next key concept is to understand where the water they use at home comes from, from the faucet to the actual waterbody within their watershed that is the source of their drinking water. Students will understand the ways their local waterbodies are connected and the direction of the water. 3. Water efficiency. Once students understand where their water comes from, the activity moves on to the concepts of using water more efficiently by investigating how we use or waste water, where it comes from and where it goes after it goes down the drain. We will use several activities, for example to ask students to find how much water a faucet that loses 25 drips per minute would waste in one day, by using a drip calculator, or to ask students and members of their family, to complete a water use table. 4. City water company. The students also gain knowledge of how the City manages the water resources and how to manage water on personal basis.

Learning Disorders: Know the Signs, How to Help

MedlinePlus

... a child to read, write or do simple math. Understand the signs and what you can do. ... Dyscalculia. Dyscalculia is a learning disorder related to math concepts. Signs include difficulty solving even simple math ...

Conceptual learning by miniature brains

PubMed Central

Avarguès-Weber, Aurore; Giurfa, Martin

2013-01-01

Concepts act as a cornerstone of human cognition. Humans and non-human primates learn conceptual relationships such as ‘same’, ‘different’, ‘larger than’, ‘better than’, among others. In all cases, the relationships have to be encoded by the brain independently of the physical nature of objects linked by the relation. Consequently, concepts are associated with high levels of cognitive sophistication and are not expected in an insect brain. Yet, various works have shown that the miniature brain of honeybees rapidly learns conceptual relationships involving visual stimuli. Concepts such as ‘same’, ‘different’, ‘above/below of’ or ‘left/right are well mastered by bees. We review here evidence about concept learning in honeybees and discuss both its potential adaptive advantage and its possible neural substrates. The results reviewed here challenge the traditional view attributing supremacy to larger brains when it comes to the elaboration of concepts and have wide implications for understanding how brains can form conceptual relations. PMID:24107530

Toward Exact Number: Young Children Use One-to-one Correspondence to Measure Set Identity but not Numerical Equality

PubMed Central

Izard, Véronique; Streri, Arlette; Spelke, Elizabeth S.

2014-01-01

Exact integer concepts are fundamental to a wide array of human activities, but their origins are obscure. Some have proposed that children are endowed with a system of natural number concepts, whereas others have argued that children construct these concepts by mastering verbal counting or other numeric symbols. This debate remains unresolved, because it is difficult to test children’s mastery of the logic of integer concepts without using symbols to enumerate large sets, and the symbols themselves could be a source of difficulty for children. Here, we introduce a new method, focusing on large quantities and avoiding the use of words or other symbols for numbers, to study children’s understanding of an essential property underlying integer concepts: the relation of exact numerical equality. Children aged 32-36 months, who possessed no symbols for exact numbers beyond 4, were given one-to-one correspondence cues to help them track a set of puppets, and their enumeration of the set was assessed by a non-verbal manual search task. Children used one-to-one correspondence relations to reconstruct exact quantities in sets of 5 or 6 objects, as long as the elements forming the sets remained the same individuals. In contrast, they failed to track exact quantities when one element was added, removed, or substituted for another. These results suggest an alternative to both nativist and symbol-based constructivist theories of the development of natural number concepts: Before learning symbols for exact numbers, children have a partial understanding of the properties of exact numbers. PMID:24680885

Creating the Chemistry in Cellular Respiration Concept Inventory (CCRCI)

NASA Astrophysics Data System (ADS)

Forshee, Jay Lance, II

Students at our institution report cellular respiration to be the most difficult concept they encounter in undergraduate biology, but why students find this difficult is unknown. Students may find cellular respiration difficult because there is a large amount of steps, or because there are persistent, long-lasting misconceptions and misunderstandings surrounding their knowledge of chemistry, which affect their performance on cellular respiration assessments. Most studies of cellular respiration focus on student macro understanding of the process related to breathing, and matter and energy. To date, no studies identify which chemistry concepts are most relevant to students' development of an understanding of the process of cellular respiration or have developed an assessment to measure student understanding of them. Following the Delphi method, the researchers conducted expert interviews with faculty members from four-year, masters-, and PhD-granting institutions who teach undergraduate general biology, and are experts in their respective fields of biology. From these interviews, researchers identified twelve chemistry concepts important to understanding cellular respiration and using surveys, these twelve concepts were refined into five (electron transfer, energy transfer, thermodynamics (law/conservation), chemical reactions, and gradients). The researchers then interviewed undergraduate introductory biology students at a large Midwestern university to identify their knowledge and misconceptions of the chemistry concepts that the faculty had identified previously as important. The CCRCI was developed using the five important chemistry concepts underlying cellular respiration. The final version of the CCRCI was administered to n=160 introductory biology students during the spring 2017 semester. Reliability of the CCRCI was evaluated using Cronbach's alpha (=.7) and split-half reliability (=.769), and validity of the instrument was assessed through content validity via expert agreement, response process validity through student think-aloud interviews, and via the Delphi survey methodology. Included is a discussion of item function (difficulty, discrimination, and point-biserial correlation), persistent misconceptions and the interpretation, uses, and future directions of the CCRCI.

Measurement Decision Risk - The Importance of Definitions

NASA Technical Reports Server (NTRS)

Mimbs, Scott M.

2008-01-01

One of the more misunderstood areas of metrology is the Test Uncertainty Ratio (TUR) and the Test Accuracy Ratio (TAR). There have been many definitions over the years, but why are these definitions important to a discussion on measurement decision risk? The importance lies in the clarity of communication. Problems can immediately arise in the application (or misapplication) of the definition of these terms. In other words, while it is important to understand the definitions, it is more important to understand concepts behind the definitions and to be precise in how they are applied. The objective of any measurement is a decision. Measurement Decision Risk is a way to look at the quality of a measurement, and although it is not a new concept, it has generated a lot of attention since its addition as a requirement in the new U.S. National Standard, ANSIINCSL Z540.3-2006. In addition to Measurement Decision Risk as the prime method of managing measurement risk, Z540.3 has added, as a fall-back, an explicit definition for TUR. The impact these new requirements may have on calibration service providers has become the topic of much discussion and in some cases concern. This paper will look at the concepts behind the definitions and how they relate to Measurement Decision Risk. Using common examples, this paper will also provide a comparison of various elements of risk related to measurement science using the concepts of TAR, TUR, accuracy ratios, and Consumer Risk (False Accept Risk). The goal of this paper is to provide a better understanding of their relevance to the measurement decision process.

Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology†

PubMed Central

Briggs, Amy G.; Morgan, Stephanie K.; Sanderson, Seth K.; Schulting, Molly C.; Wieseman, Laramie J.

2016-01-01

The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids) and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein). Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble. PMID:28101260

Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology.

PubMed

Briggs, Amy G; Morgan, Stephanie K; Sanderson, Seth K; Schulting, Molly C; Wieseman, Laramie J

2016-12-01

The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids) and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein). Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble.

Understanding moral habitability: a framework to enhance the quality of the clinical environment as a workplace.

PubMed

Vanderheide, Rebecca; Moss, Cheryle; Lee, Susan

2013-08-01

There is compelling evidence in the nursing literature that the workplace is experienced as morally uninhabitable for many nurses and yet the concept of moral habitability remains underdeveloped. An integrative review on moral habitability in nursing was undertaken. The findings reveal that the primary concepts by which nurses write and research aspects of moral habitability are moral climate, moral agency, moral sensitivity and moral distress. It is revealed that nurses in their clinical work experience adversity and moral distress through relational challenges and contextual difficulties that can challenge habitability and inhibit nurses' capacity to provide morally sensitive patient care. The primary concepts identified provide a framework for further development of the concept of moral habitability within nursing practice. The related data within the integrative review also highlights the need for further research into enhancing and sustaining morally habitable workplaces for nurses.

Multi-Sensory, Multi-Modal Concepts for Information Understanding

DTIC Science & Technology

2004-04-01

September 20022-2 Outline • The modern dilemma of knowledge acquisition • A vision for information access and understanding • Emerging concepts for...Multi-Sensory, Multi-Modal Concepts for Information Understanding David L. Hall, Ph.D. School of Information Sciences and Technology The... understanding . INTRODUCTION Historically, information displays for display and understanding of data fusion products have focused on the use of vision

Cars and Kinetic Energy--Some Simple Physics with Real-World Relevance

ERIC Educational Resources Information Center

Parthasarathy, Raghuveer

2012-01-01

Understanding energy usage is crucial to understanding modern civilization, as well as many of the challenges it faces. Energy-related issues also offer real-world examples of important physical concepts, and as such have been the focus of several articles in "The Physics Teacher" in the past few decades (e.g., Refs. 1-5, noted further below).…

Effect of 5E Teaching Model on Student Teachers' Understanding of Weightlessness

ERIC Educational Resources Information Center

Tural, Guner; Akdeniz, Ali Riza; Alev, Nedim

2010-01-01

Weight is one of the basic concepts of physics. Its gravitational definition accommodates difficulties for students to understand the state of weightlessness. The aim of this study is to investigate the effect of materials based on 5E teaching model and related to weightlessness on science student teachers' learning. The sample of the study was 9…

The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding

ERIC Educational Resources Information Center

Malone, Amelia Schneider; Loehr, Abbey M.; Fuchs, Lynn S.

2017-01-01

The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect place value, incorrect fraction, or whole number) are related to their decimal magnitude understanding.…

Theory of Mind: Understanding Young Children's Pretence and Mental States

ERIC Educational Resources Information Center

Saracho, Olivia N.

2014-01-01

For more than two decades, research has focused on the understanding of pretence as an important means for young children to conceptualise the mind. Many use the phrase "mental representation" to a mental model of some entity or concept, which describes what is inside the minds of young children in relation to a real-world situation or…

The effects of earthquake measurement concepts and magnitude anchoring on individuals' perceptions of earthquake risk

USGS Publications Warehouse

Celsi, R.; Wolfinbarger, M.; Wald, D.

2005-01-01

The purpose of this research is to explore earthquake risk perceptions in California. Specifically, we examine the risk beliefs, feelings, and experiences of lay, professional, and expert individuals to explore how risk is perceived and how risk perceptions are formed relative to earthquakes. Our results indicate that individuals tend to perceptually underestimate the degree that earthquake (EQ) events may affect them. This occurs in large part because individuals' personal felt experience of EQ events are generally overestimated relative to experienced magnitudes. An important finding is that individuals engage in a process of "cognitive anchoring" of their felt EQ experience towards the reported earthquake magnitude size. The anchoring effect is moderated by the degree that individuals comprehend EQ magnitude measurement and EQ attenuation. Overall, the results of this research provide us with a deeper understanding of EQ risk perceptions, especially as they relate to individuals' understanding of EQ measurement and attenuation concepts. ?? 2005, Earthquake Engineering Research Institute.

The Mediational Role of Psychological Basic Needs in the Relation Between Conception of God and Psychological Outcomes.

PubMed

Costa, Sebastiano; Gugliandolo, Maria C; Barberis, Nadia; Larcan, Rosalba

2016-02-01

Relatively few studies have examined the relationship between conception of God and psychological outcomes in a self-determination theory (SDT) framework. The aim of this study was to examine the role of basic psychological needs as a mediator of the association between conception of God and psychological outcomes. In a sample of 210 religious young adults, we found that the concept of a controlling God was positively associated with feelings of need frustration and depression, whilst the concept of an autonomy-supporting God was positively associated with feelings of need satisfaction and vitality. In turn, need satisfaction promoted feelings of vitality, whereas need frustration led to feelings of depression. The satisfaction of needs was a full mediator of the relationship between autonomy-supporting God and vitality, whilst the frustration of needs was a full mediator of the relationship between controlling God and depression. These findings are discussed in terms of SDT. We also discuss how future research may further increase our understanding of the dynamics involved in concepts of God and psychological outcomes.

From Sociocultural Disintegration to Community Connectedness Dimensions of Local Community Concepts and Their Effects on Psychological Health of Its Residents

PubMed Central

Sørensen, Tom; Kleiner, Robert; Ngo, Paul; Sørensen, Andreas; Bøe, Nils

2013-01-01

In a series of community mental health promotion studies in Lofoten, Norway, the concept of sociocultural integration is used to describe properties of a local community that are related to people's psychological health. Starting with Durkheim's description of a cohesive society, we compare different concepts that are related to sociocultural integration, for example, sense of community, social capital, and social cohesion. We then examine the relationship of various individual oriented social psychological concepts to sociocultural integration. These concepts often share theoretical and operational definitions. The concept of sociocultural integration in the Lofoten studies was proved to be very valuable in understanding how the properties of a community can affect people's mental health and their social psychological properties. It has also shown its value in the planning of mental health services and demonstrating its success in concrete community-based mental health promotion projects. Thus they could make important contributions to further studies and actions in local communities where the intersection between the individual, their social network, and their local community occurs. PMID:24236288

Relate@IU>>>Share@IU: A New and Different Computer-Based Communications Paradigm.

ERIC Educational Resources Information Center

Frick, Theodore W.; Roberto, Joseph; Korkmaz, Ali; Oh, Jeong-En; Twal, Riad

The purpose of this study was to examine problems with the current computer-based electronic communication systems and to initially test and revise a new and different paradigm for e-collaboration, Relate@IU. Understanding the concept of sending links to resources, rather than sending the resource itself, is at the core of how Relate@IU differs…

When a Bilingual Child Describes Living Things: An Analysis of Conceptual Understandings from a Language Perspective

NASA Astrophysics Data System (ADS)

Salleh, Romaizah; Venville, Grady J.; Treagust, David F.

2007-07-01

With increasing numbers of students learning science through a second language in many school contexts, there is a need for research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English. This research is concerned with the influence that this bilingual education system has on children’s learning of science. The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design was used in one primary school. Data collection included an interview ( n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation. Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected growth of the students’ understandings of the concepts of living and non-living things.

[Experience of a nursing student in an interdisciplinary team: factory of ideas].

PubMed

Vaie, S; Barros, S

2001-06-01

The experience of the Curricular Training in a mental health work attendance to out-patients, CAPS, lead to this study development in the attempt to understand and characterize interdisciplinary team in this institution, as well as to understand the admittance of a nursing student in this team. The analysis of the replies disclosed that in the reports is found the concept of interdiscipline as well as of the multidiscipline (work in compartments). The conception which has of the model of assistance and of the admittance of the project in it is compatible with the conceptions that establish the description of the work: flexibility, the projects inter-relation the enlarged practice and the psychosocial rehabilitation. The fact that the service has a Program of lecturing--Assistance Integration, "naturalizes" and validates the participation of a nursing student in the projects of assistance or sociability.

Reinventing Corporate Communications.

ERIC Educational Resources Information Center

Toth, Elizabeth L.; Trujillo, Nick

1987-01-01

Urges a "re-inventing" of corporate communications in today's organizations, and provides information about how corporations can change in new and positive ways during the current "information age." Discusses specific public relations and organizational communication concepts essential for a comprehensive understanding of…

Examining the relationship between community design and crash incidence.

DOT National Transportation Integrated Search

2009-07-01

This study seeks to understand how urban formspecifically land use and street network configurations : may influence the incidence of traffic-related crashes injuries and deaths. It begins with an historic : overview of the safety concepts that...

Perioperative Factors Contributing the Post-Craniotomy Pain: A Synthesis of Concepts.

PubMed

Chowdhury, Tumul; Garg, Rakesh; Sheshadri, Veena; Venkatraghavan, Lakshmi; Bergese, Sergio Daniel; Cappellani, Ronald B; Schaller, Bernhard

2017-01-01

The perioperative management of post-craniotomy pain is controversial. Although the concept of pain control in non-neurosurgical fields has grown substantially, the understanding of neurosurgical pain and its causative factors in such a population is inconclusive. In fact, the organ that is the center of pain and its related mechanisms receives little attention to alleviate distress during neurosurgical procedures. In contrast to the old belief that pain following intracranial surgery is minimal, recent data suggest the exact opposite. Despite the evolution of various multimodal analgesic techniques for optimal pain control, the concern of post-craniotomy pain remains. This paradox could be due to the lack of thorough understanding of different perioperative factors that can influence the incidence and intensity of pain in post-craniotomy population. Therefore, this review aims to give an in-depth insight into the various aspects of pain and its related factors in adult neurosurgical patients.

Perioperative Factors Contributing the Post-Craniotomy Pain: A Synthesis of Concepts

PubMed Central

Chowdhury, Tumul; Garg, Rakesh; Sheshadri, Veena; Venkatraghavan, Lakshmi; Bergese, Sergio Daniel; Cappellani, Ronald B.; Schaller, Bernhard

2017-01-01

The perioperative management of post-craniotomy pain is controversial. Although the concept of pain control in non-neurosurgical fields has grown substantially, the understanding of neurosurgical pain and its causative factors in such a population is inconclusive. In fact, the organ that is the center of pain and its related mechanisms receives little attention to alleviate distress during neurosurgical procedures. In contrast to the old belief that pain following intracranial surgery is minimal, recent data suggest the exact opposite. Despite the evolution of various multimodal analgesic techniques for optimal pain control, the concern of post-craniotomy pain remains. This paradox could be due to the lack of thorough understanding of different perioperative factors that can influence the incidence and intensity of pain in post-craniotomy population. Therefore, this review aims to give an in-depth insight into the various aspects of pain and its related factors in adult neurosurgical patients. PMID:28299313

Hierarchical semantic structures for medical NLP.

PubMed

Taira, Ricky K; Arnold, Corey W

2013-01-01

We present a framework for building a medical natural language processing (NLP) system capable of deep understanding of clinical text reports. The framework helps developers understand how various NLP-related efforts and knowledge sources can be integrated. The aspects considered include: 1) computational issues dealing with defining layers of intermediate semantic structures to reduce the dimensionality of the NLP problem; 2) algorithmic issues in which we survey the NLP literature and discuss state-of-the-art procedures used to map between various levels of the hierarchy; and 3) implementation issues to software developers with available resources. The objective of this poster is to educate readers to the various levels of semantic representation (e.g., word level concepts, ontological concepts, logical relations, logical frames, discourse structures, etc.). The poster presents an architecture for which diverse efforts and resources in medical NLP can be integrated in a principled way.

Transforming Technocratic Practitioners' Thinking toward Responsible Management of Land-Related Conflicts: Experience from Eastern Ethiopia

ERIC Educational Resources Information Center

Hussein, Jeylan Wolyie; Bedasa, Nigusie Angessa

2017-01-01

The article presents analysis of the epistemological, pedagogical and methodological processes and dilemmas that unfolded during our efforts to transform the conceptions and understandings of our participants' thinking about ways of managing land-related conflicts. The paper reports our evaluation of the thinking and perspectives that guided our…

SCHOOL-COMMUNITY RELATIONS--A NEW APPROACH. ADMINISTRATION IN EDUCATION SERIES.

ERIC Educational Resources Information Center

ENGSTROM, YVONNE; SUMPTION, MERLE R.

THIS BOOK PRESENTS A VIEW OF SCHOOL-COMMUNITY RELATIONS BASED ON THE CONCEPT OF THE CHANGING SCHOOL IN THE CHANGING COMMUNITY. TO DEVELOP AND MAINTAIN A DESIRABLE AND ADEQUATE RELATIONSHIP BETWEEN SCHOOL AND COMMUNITY, FOUR ESSENTIAL PRINCIPLES MUST BE OPERATIVE--(1) RECOGNITION THAT THE SCHOOL IS A PUBLIC ENTERPRISE, (2) UNDERSTANDING THAT THE…

High School Students' Understanding of Food Webs: Identification of a Learning Hierarchy and Related Misconceptions.

ERIC Educational Resources Information Center

Griffiths, Alan K.; Grant, Bette A. C.

1985-01-01

Developed and validated a learning hierarchy for the concept "food web" (the hierarchy consisting of nine skill areas). Also investigated the misconceptions of 200 students related to these nine areas. Suggestions for applying the hierarchy model to remediation and resolution of the misconceptions are provided. (DH)

Understanding the Adult Transfer Student--Support, Concerns, and Transfer Student Capital

ERIC Educational Resources Information Center

Rosenberg, Michael J.

2016-01-01

This quantitative study of degree-seeking students in community college examines whether there are age-related differences in transfer intent, research on selection of a transfer destination, use of transfer-related services, and concerns about the transfer process, all of which are key aspects of the concept of transfer student capital. Students…

An Educator's Introduction to Energy Concepts: Overview Packets.

ERIC Educational Resources Information Center

Maine Audubon Society, Falmouth.

This publication provides a broad overview of energy and related issues for teachers and others who want to improve their understanding of these issues. Included in this publication are discussions of: (1) elementary physics related to energy; (2) energy sources, including topics such as renewable and non-renewable resources and fossil fuels; (3)…

Cinema Spin: Exploring Film Depictions of Public Relations Practitioners

ERIC Educational Resources Information Center

Lambert, Cheryl Ann

2011-01-01

Films have been used successfully to teach students about "the institutional and cultural role mass media play in creating, sustaining or changing social relations." They have also provided important lessons regarding ethical decision-making. This article presents an activity that enables students to understand the role of media and the concept of…

Moral Choices in Contemporary Society: A Study Guide for Courses by Newspaper.

ERIC Educational Resources Information Center

Marcolongo, Francis J.

The study guide for a newspaper course on moral choices in contemporary society provides overviews, definitions, and review questions to accompany the reader and related articles. Designed for independent study, the guide helps students to understand central concepts, relate various readings to a central theme, and pursue additional reading on…

Comment on "Ducklings imprint on the relational concept of 'same or different'".

PubMed

Hupé, Jean-Michel

2017-02-24

Martinho and Kacelnik's (Reports, 15 July 2016, p. 286) finding that mallard ducklings can deal with abstract concepts is important for understanding the evolution of cognition. However, a statistically more robust analysis of the data calls their conclusions into question. This example brings to light the risk of drawing too strong an inference by relying solely on P values. Copyright © 2017, American Association for the Advancement of Science.

Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.

PubMed

McCauley, James B; Zajic, Matthew C; Oswald, Tasha M; Swain-Lerro, Lindsey E; McIntyre, Nancy C; Harris, Michelle A; Trzesniewski, Kali; Mundy, Peter C; Solomon, Marjorie

2018-05-01

A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD.

Solar Eclipse: Concept of “Science” and “Language” Literacy

NASA Astrophysics Data System (ADS)

Haristiani, N.; Zaen, R.; Nandiyanto, A. B. D.; Rusmana, A. N.; Azis, F.; Danuwijaya, A. A.; Abdullah, A. G.

2018-02-01

The purpose of this study was to evaluate the concept of science and language literacy of solar eclipse. The study was conducted through a survey to 250 students with different ages (from 17 to 23 years old), grades, and majors in Universitas Pendidikan Indonesia. The survey was completed with a questionnaire consisting of 41 questions. In the case of the language literacy, experimental results showed that various expressions in facing the solar eclipse phenomenon are found. Relating to the science literacy, most students have good science understanding to the solar eclipse phenomenon. In conclusion, the understanding about the solar eclipse is affected by formal science education and religion understanding that they have been accepted since their childhood. These factors have also influenced the belief of Indonesian people to the solar eclipse myth and the way of expressions a language literacy.

Friendship group identification, multidimensional self-concept, and experience of developmental tasks in adolescence.

PubMed

Tarrant, Mark; MacKenzie, Liam; Hewitt, Lisa A

2006-08-01

This study applied a social identity perspective to the study of adolescent self-concept and social development. British adolescents aged 14-15 years (N=114) completed a questionnaire which asked them to: (i) rate their degree of identification with a school-based friendship group; (ii) complete a measure of multi-dimensional self-concept; and (iii) report their experiences of a variety of personal, relational and socio-institutional (e.g., achieving economic independence) developmental tasks. Compared to low identifiers, participants who were highly identified with a friendship group reported highest levels of self-esteem; and these differences were most marked in non-academic domains of self. High identifiers also displayed higher levels of general self-esteem and reported more positive experiences of personal and relational developmental tasks. The discussion focuses on the potential benefits to understanding of social developmental processes that can be derived from a consideration of adolescents' subjective appraisals of their peer relations.

Clarifying concepts and gaining a deeper understanding of ideal transformers

NASA Astrophysics Data System (ADS)

Ng, Chiu-King

2018-05-01

Even in ideal transformers, the input and output powers are never exactly equal, thereby causing the familiar ratio between the primary and secondary currents, namely I p :I s = N s :N p, to be slightly incorrect. In this paper, we explain why this is so and derive the correct ratio, as well as clarifying the related prevailing concepts. We conclude that a theory of an ideal transformer without a magnetising current is deficient and self-contradictory. Further, methods to locate the two black (phase) dots in a transformer symbol are elucidated. This paper is suitable for those who are pursuing a deeper understanding on this subject after learning the basics from the literature.

Principles of Lightning Physics

NASA Astrophysics Data System (ADS)

Mazur, Vladislav

2016-12-01

Principles of Lightning Physics presents and discusses the most up-to-date physical concepts that govern many lightning events in nature, including lightning interactions with man-made structures, at a level suitable for researchers, advanced students and well-educated lightning enthusiasts. The author's approach to understanding lightning-to seek out, and show what is common to all lightning flashes-is illustrated by an analysis of each type of lightning and the multitude of lightning-related features. The book examines the work that has gone into the development of new physical concepts, and provides critical evaluations of the existing understanding of the physics of lightning and the lexicon of terms and definitions presently used in lightning research.

Sensitivity, specificity, positive and negative predictive values: diagnosing purple mange.

PubMed

Collier, Jill; Huebscher, Roxana

2010-04-01

To shed light on several epidemiological terms for better understanding of diagnostic testing measures by using a mythical condition, "purple mange." Scientific literature related to epidemiology and statistical tests. Nurse practitioners (NPs) use the concepts of sensitivity (SEN), specificity (SPEC), positive predictive value (PPV), and negative predictive value (NPV) daily in primary care and specialty areas. In addition, PPV and NPV vary with the prevalence of a condition. At times, NPs misunderstand the meaning of these terms. In order to develop appropriate treatment plans, an understanding of the concepts of SEN, SPEC, PPV, and NPV is important for interpreting test results. The authors have used this mythical condition purple mange as a teaching tool for NP students.

Spiritual Health: A Concept Analysis.

PubMed

Jaberi, Azita; Momennasab, Marzieh; Yektatalab, Shahrzad; Ebadi, Abbas; Cheraghi, Mohammad Ali

2017-03-10

Spiritual health has attracted a lot of attention in health-related and nursing sciences and numerous researches. Yet, this concept has remained complex and ambiguous, and there is no consensus in this regard. This ambiguity can be challenging for holistic nursing; therefore, clarification of the concept is required for development of nursing knowledge. The present study aimed to explore the concept of spiritual health in health-related and nursing literature. Walker and Avant (Strategies for theory construction in nursing, Appleton & Lange, Norwalk, 1995) concept analysis method was used in this study. The results were categorized as antecedents, attributes, and outcomes of spiritual health. The critical attributes extracted for spiritual health included transcendence, purposefulness and meaningfulness, faithfulness, harmonious interconnectedness, integrative power, multidimensionality, and holistic being. Besides, the antecedents of spiritual health included capability and potentiality for transcendence, and spiritual awareness. Finally, well-being and moral development were the outcomes of spiritual health. Spiritual health is one of the basic aspects of health and providing a clear theoretical definition can result in a common understanding of this concept for nurses. Clarifying this concept would also be useful for provision of spiritual care interventions and development of nursing theories.

Child maltreatment: a review of key literature in 2013.

PubMed

Schwartz, Kimberly A; Preer, Genevieve; McKeag, Heather; Newton, Alice W

2014-06-01

This review summarizes new findings in the field of maltreatment, addressing epidemiology, physical abuse, abusive head trauma, sexual abuse, sequelae, and prevention. Many articles this year focus on establishing a framework for thinking about how to evaluate a child for maltreatment, the consequences of maltreatment, and the current understanding of prevention efforts. Interestingly, some research has helped to reinforce some concepts that were clinically appreciated, especially related to retinal hemorrhages. The volume, quality, and breadth of research relating to child maltreatment continue to improve and expand our understanding of child abuse pediatrics. These authors summarize notable advances in our understanding of child maltreatment over the past year.

What is information?†

PubMed Central

2016-01-01

Information is a precise concept that can be defined mathematically, but its relationship to what we call ‘knowledge’ is not always made clear. Furthermore, the concepts ‘entropy’ and ‘information’, while deeply related, are distinct and must be used with care, something that is not always achieved in the literature. In this elementary introduction, the concepts of entropy and information are laid out one by one, explained intuitively, but defined rigorously. I argue that a proper understanding of information in terms of prediction is key to a number of disciplines beyond engineering, such as physics and biology. PMID:26857663

Developing a taxonomy of science concepts based on a scale of empirical distance

NASA Astrophysics Data System (ADS)

Jones, Brian L.

1990-01-01

The term ‘concept’ is used in different ways within educational literature and has at least two different, although related, referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for ‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED), enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition of the empirical basis of science concepts and the role of human senses in the perception of the material world even though “absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete to abstract. Some concepts related to ‘matter’ will be classified and discussed.

Connecting Structure-Property and Structure-Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions.

PubMed

Kohn, Kathryn P; Underwood, Sonia M; Cooper, Melanie M

2018-06-01

While many university students take science courses in multiple disciplines, little is known about how they perceive common concepts from different disciplinary perspectives. Structure-property and structure-function relationships have long been considered important explanatory concepts in the disciplines of chemistry and biology, respectively. Fourteen university students concurrently enrolled in introductory chemistry and biology courses were interviewed to explore their perceptions regarding 1) the meaning of structure, properties, and function; 2) the presentation of these concepts in their courses; and 3) how these concepts might be related. Findings suggest that the concepts of structure and properties were interpreted similarly between chemistry and biology, but students more closely associated the discussion of structure-property relationships with their chemistry courses and structure-function with biology. Despite receiving little in the way of instructional support, nine students proposed a coherent conceptual relationship, indicating that structure determines properties, which determine function. Furthermore, students described ways in which they connected and benefited from their understanding. Though many students are prepared to make these connections, we would encourage instructors to engage in cross-disciplinary conversations to understand the shared goals and disciplinary distinctions regarding these important concepts in an effort to better support students unable to construct these connections for themselves.

Women's toileting behaviour related to urinary elimination: concept analysis.

PubMed

Wang, Kefang; Palmer, Mary H

2010-08-01

This paper is a report of analysis of the concept of women's toileting behaviour related to urinary elimination. Behaviours related to emptying urine from the bladder can contribute to bladder health problems. Evidence exists that clinical interventions focusing on specific behaviours that promote urine storage and controlled emptying are effective in reducing lower urinary tract symptoms. The concept of women's toileting behaviour related to urinary elimination has not been well-developed to guide nursing research and intervention. The CINAHL, Medline, PsycInfo and ISI Citation databases were searched for publications between January, 1960 and May, 2009, using combinations of keywords related to women's toileting behaviour. Additional publications were identified by examining the reference lists in the papers identified. Johnson's behavioural system model provided the conceptual framework to identify the concept. Walker and Avant's method was used for this concept analysis. Women's toileting behaviour related to urinary elimination can be defined as voluntary actions related to the physiological event of emptying the bladder, which is comprised of specific attributes including voiding place, voiding time, voiding position and voiding style. This behaviour is also influenced by the physical and social environments. An explicit definition of women's toileting behaviour can offer a basis for nurses to understand the factors involved in women's toileting behaviour. It also facilitates the development of an instrument to assess women's toileting behaviour better, and to facilitate development of behavioural interventions designed to prevent, eliminate, reduce and manage female lower urinary tract symptoms.

Concept analysis of nurses' happiness.

PubMed

Ozkara San, Eda

2015-01-01

The purpose of this analysis is to examine and clarify the concept of nurses' happiness (NH), understand the different uses of the concept, explore the conditions that foster it, and consider the consequences of NH, including the phenomena that emerge as a result of NH occurrence. The author utilizes Walker and Avant's eight-stage concept analysis. Computer and manual searches were conducted of articles in the English language addressing NH from 1990 to present. EBSCO and PubMed are the electronic databases used to access literature for this paper. For both databases, the researcher has examined this new term by splitting the term nurses' happiness into its two root words, namely nurses and happiness. An inductive analysis of articles produced descriptive themes. Definitions of happiness and NH are analyzed. Antecedents, attributes, and consequences of NH are described. Model, borderline, contrary, and related cases for NH are also identified. This concept analysis helps in the understanding of the definition of NH, the attributes that contribute to the occurrence of NH in clinical practice, as well as the consequences of NH, and how it should be measured from a nursing perspective. Ozkara San. © 2014 Wiley Periodicals, Inc.

Psychoanalytic principles as a heuristic framework to bridge the gap between psychology and the law in SVP evaluations: Assessing emotional and volitional impairment.

PubMed

Simon, Eric P

2015-01-01

The legal concepts of emotional and volitional impairment in SVP evaluations are vague and ill-defined. This article reviews the legal terms of emotional and volitional impairment as they have been contemplated in extant SVP statutes, SVP case law, logical constructions, and limited empirical studies. To bridge the gap between psychiatry and the law, a broad, theory-based heuristic framework is furnished for understanding emotional and volitional impairment at a deep psychological (and intra-psychic) level. Specifically discussed are the concepts of transference, repetition compulsion, fixation, cathexis, regression, identification with the aggressor, and the object-relations and self-psychology concepts related to a loss of possession of the self. Copyright © 2015 Elsevier Ltd. All rights reserved.

Experiences in Conducting Participatory Communication Research for HIV Prevention Globally: Translating Critical Dialog into Action through Action Media.

PubMed

Parker, Warren Martin; Becker-Benton, Antje

2016-01-01

Developing communication to support health and well-being of vulnerable communities requires a multifaceted understanding of local perspectives of contextual challenges and potentials for change. While participatory research enhances understanding, robust methodologies are necessary to translate emerging concepts into viable communication approaches. Communicators and change agents need to clarify pathways for change, barriers and enablers for change, as well as the role, orientation, and content of communication to support change. While various approaches to participatory action research with vulnerable communities have been developed, there is a dearth of methodologies that address the formulation of communication concepts that can be applied at scale. The Action Media methodology has been refined over a period of two decades, being applied to addressing HIV, related aspects such as gender-based violence, as well as broader issues, such as maternal and child health, sanitation, and malaria in Africa, The Caribbean, and Asia. The approach employs a sequence of interactive sessions involving communicator researchers and participants from one or more communities that face social or health challenges. Sessions focus on understanding audiences through their engagement with these challenges and leading to shaping of relevant communication concepts that can be linked to mobilization for change. The Action Media methodology contributes to processes of shared learning linked to addressing social and health challenges. This includes determining priorities, identifying barriers and facilitators for change, understanding processes of mobilizing knowledge in relation to context, determining appropriate communication approaches, and integrating indigenous language and cultural perspectives into communication concepts. Emerging communication strategies include support to systematic action and long-term mobilization. Communication to address public health concerns is typically developed through expert-led didactic approaches that, at best, engage audiences at the end of the development cycle through pretesting of communication concepts. Action Media provides an alternative approach that can be utilized to inform communication by integrating community perspectives at the outset. Notwithstanding the focused engagement with small group representative of health-vulnerable subpopulations, Action Media findings have informed large-scale communication interventions. The approach is directly linked to enabling ownership, critical thinking, and mobilization of knowledge for change.

Missing concepts in natural selection theory reconstructions.

PubMed

Ginnobili, Santiago

2016-09-01

The concept of fitness has generated a lot of discussion in philosophy of biology. There is, however, relative agreement about the need to distinguish at least two uses of the term: ecological fitness on the one hand, and population genetics fitness on the other. The goal of this paper is to give an explication of the concept of ecological fitness by providing a reconstruction of the theory of natural selection in which this concept was framed, that is, based on the way the theory was put to use in Darwin's main texts. I will contend that this reconstruction enables us to account for the current use of the theory of natural selection. The framework presupposed in the analysis will be that of metatheoretical structuralism. This framework will provide both a better understanding of the nature of ecological fitness and a more complete reconstruction of the theory. In particular, it will provide what I think is a better way of understanding how the concept of fitness is applied through heterogeneous cases. One of the major advantages of my way of thinking about natural selection theory is that it would not have the peculiar metatheoretical status that it has in other available views. I will argue that in order to achieve these goals it is necessary to make several concepts explicit, concepts that are frequently omitted in usual reconstructions.

The impact of whole-plant instruction of preservice teachers' understanding of plant science principles

NASA Astrophysics Data System (ADS)

Hypolite, Christine Collins

The purpose of this research was to determine how an inquiry-based, whole-plant instructional strategy would affect preservice elementary teachers' understanding of plant science principles. This study probed: what preservice teachers know about plant biology concepts before and after instruction, their views of the interrelatedness of plant parts and the environment, how growing a plant affects preservice teachers' understanding, and which types of activity-rich plant themes studies, if any, affect preservice elementary teachers' understandings. The participants in the study were enrolled in two elementary science methods class sections at a state university. Each group was administered a preinstructional test at the beginning of the study. The treatment group participated in inquiry-based activities related to the Principles of Plant Biology (American Society of Plant Biologists, 2001), while the comparison group studied those same concepts through traditional instructional methods. A focus group was formed from the treatment group to participate in co-concept mapping sessions. The participants' understandings were assessed through artifacts from activities, a comparison of pre- and postinstructional tests, and the concept maps generated by the focus group. Results of the research indicated that the whole-plant, inquiry-based instructional strategy can be applied to teach preservice elementary teachers plant biology while modeling the human constructivist approach. The results further indicated that this approach enhanced their understanding of plant science content knowledge, as well as pedagogical knowledge. The results also showed that a whole-plant approach to teaching plant science concepts is an instructional strategy that is feasible for the elementary school. The theoretical framework for this study was Human Constructivist learning theory (Mintzes & Wandersee, 1998). The content knowledge and instructional strategy was informed by the Principles of Plant Biology (American Society of Plant Biologists, 2001) and Botany for the Next Millennium (Botanical Society of America, 1995). As a result of this study, a better understanding of the factors that influence preservice elementary teachers' knowledge of plant science principles may benefit elementary science educator in preparing teachers that are "highly qualified."

Building Student Understanding of the Cause of Day and Night: A Study of Literacy- and Spatial Thinking-Integrated Activities Compared to a Commercial Curriculum

ERIC Educational Resources Information Center

Rule, Audrey C.; Webb, Angela Naomi

2015-01-01

The cause of day and night is a difficult concept to master without concrete foundational skills of understanding shadows, rotation, changing point of view, and relative positions of objects in the sky. This pretest-posttest experimental-control group study examined student learning in a science-literacy-spatial skills integrated unit with…

How Do We Help Students Build Beliefs That Allow Them to Avoid Critical Learning Barriers and Develop a Deep Understanding of Geology?

ERIC Educational Resources Information Center

Dal, Burçkin

2007-01-01

Students hold a surprising number of ideas about the Earth's structure and process. This paper begins with a discussion on the nature of understanding in the conceptually confined domain of geosciences. There then follows a report on a study of the ideas about a range of concepts relating to "crystals", "volcanoes",…

A cross-age study of student understanding of the concept of diffusion

NASA Astrophysics Data System (ADS)

Westbrook, Susan L.; Marek, Edmund A.

This study examined 7th-grade life science students, 10th-grade biology students, and college zoology students for understanding of the concept of diffusion. Responses from 100 students from each grade level were randomly selected for data analysis. Each student responded to a test packet consisting of a biographical questionnaire, two Piagetian-like developmental tasks, and a Concept Evaluation Statement (CES). The CESs were used to measure the students' understandings of the concept of diffusion. None of the 300 students across the three grade levels exhibited complete understanding of the diffusion concept. There was no appreciable difference among the grade levels in sound or partial understanding, misconceptions, or no understanding. An analysis of the misconceptions exhibited by the college sample showed that many of the misconceptions could be traced to a misapplication of scientific terminology.

[Projective identification in human relations].

PubMed

Göka, Erol; Yüksel, Fatih Volkan; Göral, F Sevinç

2006-01-01

Melanie Klein, one of the pioneers of Object Relations Theory, first defined "projective identification", which is regarded as one of the most efficacious psychoanalytic concepts after the discovery of the "unconscious". Examination of the literature on "projective identification" shows that there are various perspectives and theories suggesting different uses of this concept. Some clinicians argue that projective identification is a primitive defense mechanism observed in severe psychopathologies like psychotic disorder and borderline personality disorder, where the intra-psychic structure has been damaged severely. Others suggest it to be an indispensable part of the transference and counter-transference between the therapist and the patient during psychotherapy and it can be used as a treatment material in the therapy by a skillful therapist. The latter group expands the use of the concept through normal daily relationships by stating that projective identification is one type of communication and part of the main human relation mechanism operating in all close relationships. Therefore, they suggest that projective identification has benign forms experienced in human relations as well as malign forms seen in psychopathologies. Thus, discussions about the definition of the concept appear complex. In order to clarify and overcome the complexity of the concept, Melanie Klein's and other most important subsequent approaches are discussed in this review article. Thereby, the article aims to explain its important function in understanding the psychopathologies, psychotherapeutic relationships and different areas of normal human relations.

Zika in Twitter: Temporal Variations of Locations, Actors, and Concepts

PubMed Central

Vraga, Emily; Lamprianidis, Georgios; Radzikowski, Jacek; Delamater, Paul L; Jacobsen, Kathryn H; Pfoser, Dieter; Croitoru, Arie; Crooks, Andrew

2017-01-01

Background The recent Zika outbreak witnessed the disease evolving from a regional health concern to a global epidemic. During this process, different communities across the globe became involved in Twitter, discussing the disease and key issues associated with it. This paper presents a study of this discussion in Twitter, at the nexus of location, actors, and concepts. Objective Our objective in this study was to demonstrate the significance of 3 types of events: location related, actor related, and concept related, for understanding how a public health emergency of international concern plays out in social media, and Twitter in particular. Accordingly, the study contributes to research efforts toward gaining insights on the mechanisms that drive participation, contributions, and interaction in this social media platform during a disease outbreak. Methods We collected 6,249,626 tweets referring to the Zika outbreak over a period of 12 weeks early in the outbreak (December 2015 through March 2016). We analyzed this data corpus in terms of its geographical footprint, the actors participating in the discourse, and emerging concepts associated with the issue. Data were visualized and evaluated with spatiotemporal and network analysis tools to capture the evolution of interest on the topic and to reveal connections between locations, actors, and concepts in the form of interaction networks. Results The spatiotemporal analysis of Twitter contributions reflects the spread of interest in Zika from its original hotspot in South America to North America and then across the globe. The Centers for Disease Control and World Health Organization had a prominent presence in social media discussions. Tweets about pregnancy and abortion increased as more information about this emerging infectious disease was presented to the public and public figures became involved in this. Conclusions The results of this study show the utility of analyzing temporal variations in the analytic triad of locations, actors, and concepts. This contributes to advancing our understanding of social media discourse during a public health emergency of international concern. PMID:28428164

Faculty Performance on the Genomic Nursing Concept Inventory.

PubMed

Read, Catherine Y; Ward, Linda D

2016-01-01

To use the newly developed Genomic Nursing Concept Inventory (GNCI) to evaluate faculty understanding of foundational genomic concepts, explore relative areas of strength and weakness, and compare the results with those of a student sample. An anonymous online survey instrument consisting of demographic or background items and the 31 multiple-choice questions that make up the GNCI was completed by 495 nursing faculty from across the United States in the fall of 2014. Total GNCI score and scores on four subcategories (genome basics, mutations, inheritance, genomic health) were calculated. Relationships between demographic or background variables and total GNCI score were explored. The mean score on the GNCI was 14.93 (SD = 5.31), or 48% correct; topical category scores were highest on the inheritance and genomic health items (59% and 58% correct, respectively), moderate on the mutations items (54% correct), and lowest on the genome basics items (33% correct). These results are strikingly similar to those of a recent study of nursing students. Factors associated with a higher total score on the GNCI included higher self-rated proficiency with genetic/genomic content, having a doctoral degree, having taken a genetics course for academic credit or continuing education, and having taught either a stand-alone genetic/genomic course or lecture content as part of nursing or related course. Self-rated proficiency with genetic/genomic content was fair or poor (70%), with only 7% rating their proficiency as very good or excellent. Faculty knowledge of foundational genomic concepts is similar to that of the students they teach and weakest in the areas related to basic science information. Genomics is increasingly relevant in all areas of clinical nursing practice, and the faculty charged with educating the next generation of nurses must understand foundational concepts. Faculty need to be proactive in seeking out relevant educational programs that include basic genetic/genomic concepts. © 2015 Sigma Theta Tau International.

Flourishing: An Evolutionary Concept Analysis.

PubMed

Agenor, Christine; Conner, Norma; Aroian, Karen

2017-11-01

Mental health is an important measure of public health (WHO, 2004); however, nursing practice and research continues to prioritize mental illness, rather than well-being (Wand, 2011). Flourishing is a recent concept in the field of well-being. The term has been used sparingly in nursing practice and research, and conceptual clarification is needed to promote comprehensive understanding of the phenomenon. The purpose of this study is to critically analyze flourishing, assess the maturity of the concept, and provide recommendations for future research, education, and practice. The concept of flourishing was analyzed using the evolutionary approach to concept analysis (Rodgers, 2000). A search for articles on flourishing within the context of well-being was conducted through CINAHL, MEDLINE, and PsycINFO. A sample of 32 articles and 1 book was reviewed. Data were reviewed for concept attributes, antecedents, consequences, surrogate terms and related concepts. Four models of flourishing were identified with six overlapping attributes: meaning, positive relationships, engagement, competence, positive emotion, and self-esteem. Limited longitudinal and predictive studies have been conducted, but there is evidence for several antecedents and outcomes of flourishing. Research is ongoing primarily in psychology and sociology and is lacking in other disciplines. The concept of flourishing is immature; however, evidence is building for related concepts. A lack of consistent terminology regarding flourishing prevents knowledge development of flourishing as a distinct concept. Further multidisciplinary research is needed to establish standard operational and conceptual definitions and develop effective interventions.

The impact of problem solving strategy with online feedback on students’ conceptual understanding

NASA Astrophysics Data System (ADS)

Pratiwi, H. Y.; Winarko, W.; Ayu, H. D.

2018-04-01

The study aimed to determine the impact of the implementation of problem solving strategy with online feedback towards the students’ concept understanding. This study used quasi experimental design with post-test only control design. The participants were all Physics Education students of Kanjuruhan University year 2015. Then, they were divided into two different groups; 30 students belong to experiment class and the remaining 30 students belong to class of control. The students’ concept understanding was measured by the concept understanding test on multiple integral lesson. The result of the concept understanding test was analyzed by prerequisite test and stated to be normal and homogenic distributed, then the hypothesis was examined by T-test. The result of the study shows that there is difference in the concept understanding between experiment class and control class. Next, the result also shows that the students’ concept understanding which was taught using problem solving strategy with online feedback was higher than those using conventional learning; with average score of 72,10 for experiment class and 52,27 for control class.

A New Look at Teaching Music History.

ERIC Educational Resources Information Center

Borroff, Edith

1992-01-01

Contends that teaching music history has traditionally focused on five eras of Western music. Relates these periods to concepts of form, space, and understanding. Acknowledges that music education has been ethnocentric and recommends a more universal music education. (CFR)

Toying with Enzyme Catalysis.

ERIC Educational Resources Information Center

Richards, Debbie

1998-01-01

Describes a set of manipulatives that are used to establish a secure understanding of the concepts related to the environmental factors that affect the activities of enzymes. Includes a description of the model components and procedures for construction of the model. (DDR)

Comment on "Toward an Understanding of Achievement-Related Conflicts in Women" by Matina S. Horner

ERIC Educational Resources Information Center

Robbins, Lillian; Robbins, Edwin

1973-01-01

Presents new data suggesting the need for more broadly-conceived data bases before broad conclusions about motivation can be made, and calling for a reevaluation of the concept of success. (Author/JM)

Health beliefs and practices of young people in a multicultural community: Findings from a child-centered ethnography

NASA Astrophysics Data System (ADS)

Reeve, Suzanne

2009-12-01

This dissertation presents an analysis of the health-related beliefs and behaviors of thirteen fourth, fifth, and sixth grade children, as evidenced through photo self-documentation, semistructured interview responses, and more than a year of ethnographic observations in home, school, and other settings. The ethnic, language, and socioeconomic backgrounds of the children and their families vary widely. I focus on three research questions: (1) How do children and families come to understand personal health, including related nutritional topics, in a multicultural community? (2) What are some of the main developmental influences on their learning---including its relation to their understanding of science and their life circumstances? (3) How do the understandings of children and families connect to health and nutritional behaviors? The analysis shows greater diversity in the meanings these young people assigned to the concepts "healthy" and "unhealthy" than has been acknowledged in significant segments of the existing literature. The findings also show that children draw extensively on experiences from formal schooling and their non-school everyday lives and practices in talking about health-related concepts. Case studies of two children detail the specific ways in which health-related learning takes shape in their home, school, and community environments. The dissertation concludes with implications of these findings for science education, such as increasing the amount and conceptual sophistication of content related to health in the science classroom, in accordance with a broader emphasis on making science teaching relevant to students' local and personal contexts.

State of the science of maternal-infant bonding: a principle-based concept analysis.

PubMed

Bicking Kinsey, Cara; Hupcey, Judith E

2013-12-01

to provide a principle-based analysis of the concept of maternal-infant bonding. principle-based method of concept analysis for which the data set included 44 articles published in the last decade from Pubmed, CINAHL, and PyschINFO/PsychARTICLES. literature inclusion criteria were English language, articles published in the last decade, peer-reviewed journal articles and commentary on published work, and human populations. after a brief review of the history of maternal-infant bonding, a principle-based concept analysis was completed to examine the state of the science with regard to this concept. The concept was critically examined according to the clarity of definition (epistemological principle), applicability of the concept (pragmatic principle), consistency in use and meaning (linguistic principle), and differentiation of the concept from related concepts (logical principle). Analysis of the concept revealed: (1) Maternal-infant bonding describes maternal feelings and emotions towards her infant. Evidence that the concept encompasses behavioural or biological components was limited. (2) The concept is clearly operationalised in the affective domain. (3) Maternal-infant bonding is linguistically confused with attachment, although the boundaries between the concepts are clearly delineated. despite widespread use of the concept, maternal-infant bonding is at times superficially developed and subject to confusion with related concepts. Concept clarification is warranted. A theoretical definition of the concept of maternal-infant bonding was developed to aid in the clarification, but more research is necessary to further clarify and advance the concept. nurse midwives and other practitioners should use the theoretical definition of maternal-infant bonding as a preliminary guide to identification and understanding of the concept in clinical practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

STATE OF THE SCIENCE OF MATERNAL-INFANT BONDING: A PRINCIPLE-BASED CONCEPT ANALYSIS

PubMed Central

Bicking Kinsey, Cara; Hupcey, Judith E.

2013-01-01

Objective To provide a principle-based analysis of the concept of maternal-infant bonding. Design Principle-based method of concept analysis for which the data set included 44 articles published in the last decade from Pubmed, CINAHL, and PyschINFO/PsychARTICLES. Setting Literature inclusion criteria were English language, articles published in the last decade, peer-reviewed journal articles and commentary on published work, and human populations. Measurement and Findings After brief review of the history of maternal-infant bonding, a principle-based concept analysis was completed to examine the state of the science with regard to this concept. The concept was critically examined according to the clarity of definition (epistemological principle), applicability of the concept (pragmatic principle), consistency in use and meaning (linguistic principle), and differentiation of the concept from related concepts (logical principle). Analysis of the concept revealed: (1) maternal-infant bonding describes maternal feelings and emotions towards her infant. Evidence that the concept encompasses behavioral or biological components was limited; (2) the concept is clearly operationalized in the affective domain; and (3) maternal-infant bonding is linguistically confused with attachment, although the boundaries between the concepts are clearly delineated. Key Conclusion Despite widespread use of the concept, maternal-infant bonding is at times superficially developed and subject to confusion with related concepts. Concept clarification is warranted. A theoretical definition of the concept of maternal-infant bonding was developed to aid in the clarification, but more research is necessary to further clarify and advance the concept. Implications for Practice Nurse midwives and other practitioners should use the theoretical definition of maternal-infant bonding as a preliminary guide to identification and understanding of the concept in clinical practice. PMID:23452661

Data-Intensive Science Meets Inquiry-Driven Pedagogy: Interactive Big Data Exploration, Threshold Concepts, and Liminality

NASA Astrophysics Data System (ADS)

Ramachandran, R.; Nair, U. S.; Word, A.

2014-12-01

Threshold concepts in any discipline are the core concepts an individual must understand in order to master a discipline. By their very nature, these concepts are troublesome, irreversible, integrative, bounded, discursive, and reconstitutive. Although grasping threshold concepts can be extremely challenging for each learner as s/he moves through stages of cognitive development relative to a given discipline, the learner's grasp of these concepts determines the extent to which s/he is prepared to work competently and creatively within the field itself. The movement of individuals from a state of ignorance of these core concepts to one of mastery occurs not along a linear path but in iterative cycles of knowledge creation and adjustment in liminal spaces - conceptual spaces through which learners move from the vaguest awareness of concepts to mastery, accompanied by understanding of their relevance, connectivity, and usefulness relative to questions and constructs in a given discipline. With the explosive growth of data available in atmospheric science, driven largely by satellite Earth observations and high-resolution numerical simulations, paradigms such as that of data-intensive science have emerged. These paradigm shifts are based on the growing realization that current infrastructure, tools and processes will not allow us to analyze and fully utilize the complex and voluminous data that is being gathered. In this emerging paradigm, the scientific discovery process is driven by knowledge extracted from large volumes of data. In this presentation, we contend that this paradigm naturally lends to inquiry-driven pedagogy where knowledge is discovered through inductive engagement with large volumes of data rather than reached through traditional, deductive, hypothesis-driven analyses. In particular, data-intensive techniques married with an inductive methodology allow for exploration on a scale that is not possible in the traditional classroom with its typical problem sets and static, limited data samples. In addition, we identify existing gaps and possible solutions for addressing the infrastructure and tools as well as a pedagogical framework through which to implement this inductive approach.

Designing learning apparatus to promote twelfth grade students’ understanding of digital technology concept: A preliminary studies

NASA Astrophysics Data System (ADS)

Marlius; Kaniawati, I.; Feranie, S.

2018-05-01

A preliminary learning design using relay to promote twelfth grade student’s understanding of logic gates concept is implemented to see how well it’s to adopted by six high school students, three male students and three female students of twelfth grade. This learning design is considered for next learning of digital technology concept i.e. data digital transmition and analog. This work is a preliminary study to design the learning for large class. So far just a few researches designing learning design related to digital technology with relay. It may due to this concept inserted in Indonesian twelfth grade curriculum recently. This analysis is focus on student difficulties trough video analysis to learn the concept. Based on our analysis, the recommended thing for redesigning learning is: students understand first about symbols and electrical circuits; the Student Worksheet is made in more detail on the assembly steps to the project board; mark with symbols at points in certain places in the circuit for easy assembly; assembly using relays by students is enough until is the NOT’s logic gates and the others that have been assembled so that effective time. The design of learning using relays can make the relay a liaison between the abstract on the digital with the real thing of it, especially in the circuit of symbols and real circuits. Besides it is expected to also enrich the ability of teachers in classroom learning about digital technology.

Teaching for Conceptual Understanding

ERIC Educational Resources Information Center

Kang, Nam-Hwa; Howren, Carrie

2004-01-01

One of the most difficult jobs of elementary school teachers is teaching science for conceptual understanding. Conceptual understanding requires students to organize facts and ideas into a meaningful concept in science. Facts and concepts form webs that can help students make connections between the concepts of science and their experiences.…

Preserving self-concept in the burn survivors: a qualitative study.

PubMed

Zamanzadeh, Vahid; Valizadeh, Llila; Lotfi, Mojgan; Salehi, Feridoon

2015-01-01

Burn injury is a devastating experience affecting all aspects of a person's essence, including his/her identity and perception. These patients require complex cognitive efforts to redefine their identity to deal with difficult condition after burn injury and preserve self-concept. The experience of life after burn injury is generally a solitary one, closely related to the patients' cultural and religious context. Therefore, this study was conducted aiming at investigating burn patients' experiences regarding how to preserve self-concept in life after burn injury in Iran. This qualitative study was carried out using qualitative content analysis and in-depth unstructured interviews with 17 surviving burn subjects. During the qualitative content analysis process, the concept of "locating" as the essence of the participants' experience was extracted as follows: (A) self-exploration (exploring the changes in one's life), (B) others' exploration (exploring the changes in the life of family members and the relationship between self and others), (C) position evaluation (self-position analysis), and (D) self-concept preservation. The present study has developed new understandings of mental experiences of burn patients' self-concept by describing the concept of "self-locating". It helps us in classifying and understanding the concepts described in comprehensive theories developed in this area. They do this by focusing on what burn patients experience for choosing self-preservation strategies and having a meaningful life. The finding can be used as a conceptual framework for palliative care program in Iran.

Preserving Self-Concept in the Burn Survivors: A Qualitative Study

PubMed Central

Zamanzadeh, Vahid; Valizadeh, Llila; Lotfi, Mojgan; Salehi, Feridoon

2015-01-01

Background: Burn injury is a devastating experience affecting all aspects of a person's essence, including his/her identity and perception. These patients require complex cognitive efforts to redefine their identity to deal with difficult condition after burn injury and preserve self-concept. The experience of life after burn injury is generally a solitary one, closely related to the patients’ cultural and religious context. Therefore, this study was conducted aiming at investigating burn patients’ experiences regarding how to preserve self-concept in life after burn injury in Iran. Materials and Methods: This qualitative study was carried out using qualitative content analysis and in-depth unstructured interviews with 17 surviving burn subjects. Results: During the qualitative content analysis process, the concept of “locating” as the essence of the participants’ experience was extracted as follows: (A) self-exploration (exploring the changes in one's life), (B) others’ exploration (exploring the changes in the life of family members and the relationship between self and others), (C) position evaluation (self-position analysis), and (D) self-concept preservation. Conclusion: The present study has developed new understandings of mental experiences of burn patients’ self-concept by describing the concept of “self-locating”. It helps us in classifying and understanding the concepts described in comprehensive theories developed in this area. They do this by focusing on what burn patients experience for choosing self-preservation strategies and having a meaningful life. The finding can be used as a conceptual framework for palliative care program in Iran. PMID:26009672

Enhancing nursing students' understanding of threshold concepts through the use of digital stories and a virtual community called 'Wiimali'.

PubMed

Levett-Jones, Tracy; Bowen, Lynette; Morris, Amanda

2015-03-01

Wiimali is a dynamic virtual community developed in 2010 and first implemented into our Bachelor of Nursing (BN) program in 2011. The word Wiimali comes from the Gumiluraai Aboriginal language. Wiimali and the digital stories it comprises were designed to engage nursing students and enhance their understanding of the threshold concepts integral to safe and effective nursing practice. In this paper we illustrate some of the key features of Wiimali with web links to a virtual tour of the community and a selection of digital stories. We explain how this innovative educational approach has the potential to lead to transformative learning about concepts such as social justice, person-centred care and patient safety. Consistent feedback about Wiimali attests to the positive impact of this educational approach. Students have commented on how Wiimali caused them to think differently about the concepts of community and social justice; how it brings the health-related problems of community members to life; and how the digital stories enhance their learning about person-centred care and patient safety. Copyright © 2014 Elsevier Ltd. All rights reserved.

Resilience in Caregivers of Partners With Young Onset Dementia: A Concept Analysis.

PubMed

Kobiske, Karie R; Bekhet, Abir K

2018-05-01

Over 200,000 Americans diagnosed with young onset dementia (YOD), dementia diagnosed prior to age 65, are cared for by family members. This can be costly to caregivers' physical and psychological health. Some adapt well to the caregiver role and are said to be resilient. Aim/Question: This paper builds on current understanding of the concept of resilience and applies this to caregivers of partners diagnosed with YOD. Concept analysis. Resilient caregivers exhibit attributes including determination, flexibility, positive thinking, self-efficacy, resourcefulness, social support and spirituality. YOD affects caregiver's health. Much research has been done on interventions for dementia caregivers. These interventions do not necessarily meet the needs of YOD caregivers as they do not account for dynamics in the family. By recognizing what is resiliency in YOD caregivers, interventions can be developed that focus on characteristics that build these attributes. Understanding the concept of resilience related to caregiving for a partner diagnosed with YOD allows for future development, measurement, and evaluation of nursing interventions. Nursing staff are in a strategic position to provide effective interventions to enhance resilience among caregivers of YOD.

Conceptions of schizophrenia as a problem of nerves: a cross-cultural comparison of Mexican-Americans and Anglo-Americans.

PubMed

Jenkins, J H

1988-01-01

This paper explores indigenous conceptions of psychosis within family settings. The cultural categories nervios and 'nerves', as applied by Mexican-American and Anglo-American relatives to family members diagnosed with schizophrenia, are examined. While Mexican-Americans tended to consider nervios an appropriate interpretation of the problem, Anglo-Americans explicitly dismissed the parallel English term 'nerves'. Anglo-American relatives were likely to consider the problem as 'mental' in nature, often with specific reference to psychiatric diagnostic labels such as 'schizophrenia'. Although variations in conceptions appear related to both ethnicity and socioeconomic status, significant cultural differences were observed independent of socioeconomic status. These results raise questions concerning contemporary anthropological views that psychosis is conceptualized in substantially similar ways cross-culturally, and underscore the need for more contextualized understanding of the meaning and application of indigenous concepts of mental disorder. The paper concludes with a discussion of psychocultural meanings associated with ethnopsychiatric labels for schizophrenia and their importance for the social and moral status of patients and their kin.

High school students' representations and understandings of electric fields

NASA Astrophysics Data System (ADS)

Cao, Ying; Brizuela, Bárbara M.

2016-12-01

This study investigates the representations and understandings of electric fields expressed by Chinese high school students 15 to 16 years old who have not received high school level physics instruction. The physics education research literature has reported students' conceptions of electric fields postinstruction as indicated by students' performance on textbook-style questions. It has, however, inadequately captured student ideas expressed in other situations yet informative to educational research. In this study, we explore students' ideas of electric fields preinstruction as shown by students' representations produced in open-ended activities. 92 participant students completed a worksheet that involved drawing comic strips about electric charges as characters of a cartoon series. Three students who had spontaneously produced arrow diagrams were interviewed individually after class. We identified nine ideas related to electric fields that these three students spontaneously leveraged in the comic strip activity. In this paper, we describe in detail each idea and its situated context. As most research in the literature has understood students as having relatively fixed conceptions and mostly identified divergences in those conceptions from canonical targets, this study shows students' reasoning to be more variable in particular moments, and that variability includes common sense resources that can be productive for learning about electric fields.

Toward interventions to address moral distress: navigating structure and agency.

PubMed

Musto, Lynn C; Rodney, Patricia A; Vanderheide, Rebecca

2015-02-01

The concept of moral distress has been the subject of nursing research for the past 30 years. Recently, there has been a call to move from developing an understanding of the concept to developing interventions to help ameliorate the experience. At the same time, the use of the term moral distress has been critiqued for a lack of clarity about the concepts that underpin the experience. Some researchers suggest that a closer examination of how socio-political structures influence healthcare delivery will move moral distress from being seen as located in the individual to an experience that is also located in broader healthcare structures. Informed by new thinking in relational ethics, we draw on research findings from neuroscience and attachment literature to examine the reciprocal relationship between structures and agents and frame the experience of moral distress. We posit moral distress as a form of relational trauma and subsequently point to the need to better understand how nurses as moral agents are influenced by-and influence-the complex socio-political structures they inhabit. In so doing, we identify this reciprocity as a framework for interventions. © The Author(s) 2014.

Intentionality as a link between the neuropsychology and the symptoms of schizophrenia.

PubMed

Kaiser, Stefan; Weisbrod, Matthias

2007-01-01

Cognitive deficits are an important feature of schizophrenia, particularly in the areas of working memory and executive function. However, their relationship to other clinical dimensions of the illness has remained elusive. We suggest that a phenomenological exploration of disordered intentionality in schizophrenia symptoms might provide us with a framework for understanding the role of cognitive deficits. We propose an understanding of intentionality as having a layered structure, which facilitates a mapping onto neuropsychological concepts. A disturbance of basic intentional processes can explain some of the 'positive' symptoms of schizophrenia. We focus on the temporal aspect of intentionality, which will be related to recent conceptions of prefrontal cortical function as the temporal organization of thought and behavior. A compensation of these basic disturbances leads to a 'minimization of change', which can explain some of the 'negative' symptoms. The compensatory strategies are thought to rely on the higher-order executive functions of the prefrontal cortex. These are also disturbed in schizophrenia, which often renders the process of compensation ineffective, leading to a fragmentation of thought and behavior. Thus the concept of intentionality might help us relate different aspects of prefrontal dysfunction to specific schizophrenic symptom clusters. (c) 2007 S. Karger AG, Basel.

Unpacking the concept of patient satisfaction: a feminist analysis.

PubMed

Turris, Sheila A

2005-05-01

The aim of this paper is to present a feminist critique of the concept of patient satisfaction. Fiscal restraint, health care restructuring, shifting demographics, biomedical technological advances, and a significant shortage of health care professionals are stretching health care systems across North America to the breaking point. A simultaneous focus on consumerism and health service accountability is placing additional pressure on the system. The concept of patient satisfaction, with roots in the consumer movement of the 1960s, has both practical and political relevance in the current health care system and is commonly used to guide research related to consumer experiences of health care. Because the quality of health care encounters may lead to treatment-seeking delays, patient satisfaction research may be an effective vehicle for addressing this public health issue. However, there is wide agreement that patient satisfaction is an under-theorized concept. Using current conceptualizations of patient satisfaction, we end up all too often producing a checklist approach to 'achieving' patient satisfaction, rather than developing an understanding of the larger issues underlying individual experiences of health care. We focus on the symptoms rather than the problems. Without further theoretical refinement, the results of research into patient satisfaction are of limited use. To push forward theoretical development we might apply a variety of theoretical lenses to the analysis of both the concept and the results of patient satisfaction research. Feminism, in particular, offers a perspective that may provoke further refinement of patient satisfaction as a concept. Without a deeper understanding of the values and beliefs (or the worldview) that informs our approaches to researching patient satisfaction, researchers will be reacting to the most obvious indicators and failing to address the underlying issues related to individual experiences of health care.

Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality.

PubMed

Izard, Véronique; Streri, Arlette; Spelke, Elizabeth S

2014-07-01

Exact integer concepts are fundamental to a wide array of human activities, but their origins are obscure. Some have proposed that children are endowed with a system of natural number concepts, whereas others have argued that children construct these concepts by mastering verbal counting or other numeric symbols. This debate remains unresolved, because it is difficult to test children's mastery of the logic of integer concepts without using symbols to enumerate large sets, and the symbols themselves could be a source of difficulty for children. Here, we introduce a new method, focusing on large quantities and avoiding the use of words or other symbols for numbers, to study children's understanding of an essential property underlying integer concepts: the relation of exact numerical equality. Children aged 32-36 months, who possessed no symbols for exact numbers beyond 4, were given one-to-one correspondence cues to help them track a set of puppets, and their enumeration of the set was assessed by a non-verbal manual search task. Children used one-to-one correspondence relations to reconstruct exact quantities in sets of 5 or 6 objects, as long as the elements forming the sets remained the same individuals. In contrast, they failed to track exact quantities when one element was added, removed, or substituted for another. These results suggest an alternative to both nativist and symbol-based constructivist theories of the development of natural number concepts: Before learning symbols for exact numbers, children have a partial understanding of the properties of exact numbers. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

Pakistani Pre-Primary Teachers' Perceptions and Practices Related to Gender in Young Children

ERIC Educational Resources Information Center

Pardhan, Almina; Pelletier, Janette

2017-01-01

A key area of interest is the way in which early years educators' perceptions about the concept of gender may influence their practice in relation to how children's ideas about gender might be supported and reinforced. However, this area has received little attention in the highly gender-segregated context of Pakistan. Understanding evidence-based…

Traits as Dimensions or Categories? Developmental Change in the Understanding of Trait Terms

ERIC Educational Resources Information Center

Gonzalez, Celia M.; Zosuls, Kristina M.; Ruble, Diane N.

2010-01-01

Recent research has suggested that young children have relatively well-developed trait concepts. However, this literature overlooks potential age-related differences in children's appreciation of the fundamentally dimensional nature of traits. In Study 1, we presented 4-, 5-, and 7-year-old children and adults with sets of characters and asked…

A Workshop for Developing Learning Modules for Science Classes Based on Biogeochemical Research

ERIC Educational Resources Information Center

Harrington, James M.; Gardner, Terrence G.; Amoozegar, Aziz; Andrews, Megan Y.; Rivera, Nelson A.; Duckworth, Owen W.

2013-01-01

A challenging aspect of educating secondary students is integrating complex scientific concepts related to modern research topics into lesson plans that students can relate to and understand at a basic level. One method of encouraging the achievement of learning outcomes is to use real-world applications and current research to fuel student…

Consumer Law-Related Education Materials (Grades 4-7). Highlands County.

ERIC Educational Resources Information Center

Allen, Rodney F., Ed.; Landry, Russell H., Ed.

Intended for students in grades 4-7, the lessons in this guide focus on consumer law-related education. Major objectives are for students to gain an understanding of (1) the laws and legal practices in a democratic society; (2) the concepts of authority, order, property, and justice in the operation of institutions; and (3) the processes and…

Attitudes toward Science: Measurement and Psychometric Properties of the Test of Science-Related Attitudes for Its Use in Spanish-Speaking Classrooms

ERIC Educational Resources Information Center

Navarro, Marianela; Förster, Carla; González, Caterina; González-Pose, Paulina

2016-01-01

Understanding attitudes toward science and measuring them remain two major challenges for science teaching. This article reviews the concept of attitudes toward science and their measurement. It subsequently analyzes the psychometric properties of the "Test of Science-Related Attitudes" (TOSRA), such as its construct validity, its…

Understanding the Relation between Attitude Involvement and Response Latitude Using Item Response Theory

ERIC Educational Resources Information Center

Lake, Christopher J.; Withrow, Scott; Zickar, Michael J.; Wood, Nicole L.; Dalal, Dev K.; Bochinski, Joseph

2013-01-01

Adapting the original latitude of acceptance concept to Likert-type surveys, response latitudes are defined as the range of graded response options a person is willing to endorse. Response latitudes were expected to relate to attitude involvement such that high involvement was linked to narrow latitudes (the result of selective, careful…

Gravity: The Glue of the Universe. History and Activities.

ERIC Educational Resources Information Center

Gilbert, Harry; Smith, Diana Gilbert

This book presents a story of the history of gravity, the glue of the universe, and is based on two premises: (1) an understanding of mathematics is not required to grasp the concepts and implications of relativity; and (2) relativity has altered forever the perceptions of gravity, space, time, and how the universe works. A narrative text section…

System Thinking and Feeding Relations: Learning with a Live Ecosystem Model

ERIC Educational Resources Information Center

Eilam, Billie

2012-01-01

Considering well-documented difficulties in mastering ecology concepts and system thinking, the aim of the study was to examine 9th graders' understanding of the complex, multilevel, systemic construct of feeding relations, nested within a larger system of a live model. Fifty students interacted with the model and manipulated a variable within it…

How scientific concepts come to matter in early childhood curriculum: rethinking the concept of force

NASA Astrophysics Data System (ADS)

de Freitas, Elizabeth; Palmer, Anna

2016-12-01

The aim of this article is to investigate how new materialist philosophies of matter can help us study the emergence of scientific thought in young children's activities. We draw extensively on the work of Gilles Deleuze to help us understand scientific concepts as concrete universals. In particular, we show how the concept of force is re-animated through this approach, becoming less deterministic, and more inflected with chance and indeterminism. We show how this approach to concepts moves beyond constructivist socio-cultural theories of learning, and reveals how concepts are `material articulations of the world' intra-acting with all other matter and meaning. Finally, we discuss video data and artifacts from an ongoing ethnographic project in Stockholm entitled `Children's relations to the city'. Our analysis of the classroom video data from this project shows how concepts are not timeless transcendent abstractions, but part of an unfolding event and learning assemblage. Thus the article contributes to research on conceptual change in children, with particular focus on scientific concepts.

Using Rasch Analysis to Explore What Students Learn about Probability Concepts

ERIC Educational Resources Information Center

Mahmud, Zamalia; Porter, Anne

2015-01-01

Students' understanding of probability concepts have been investigated from various different perspectives. This study was set out to investigate perceived understanding of probability concepts of forty-four students from the STAT131 Understanding Uncertainty and Variation course at the University of Wollongong, NSW. Rasch measurement which is…

University Students' Understanding of the Concepts Empirical, Theoretical, Qualitative and Quantitative Research

ERIC Educational Resources Information Center

Murtonen, Mari

2015-01-01

University research education in many disciplines is frequently confronted by problems with students' weak level of understanding of research concepts. A mind map technique was used to investigate how students understand central methodological concepts of empirical, theoretical, qualitative and quantitative. The main hypothesis was that some…

Profile of Metacognition of Mathematics and Mathematics Education Students in Understanding the Concept of Integral Calculus

NASA Astrophysics Data System (ADS)

Misu, La; Ketut Budayasa, I.; Lukito, Agung

2018-03-01

This study describes the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. The metacognition profile is a natural and intact description of a person’s cognition that involves his own thinking in terms of using his knowledge, planning and monitoring his thinking process, and evaluating his thinking results when understanding a concept. The purpose of this study was to produce the metacognition profile of mathematics and mathematics education students in understanding the concept of integral calculus. This research method is explorative method with the qualitative approach. The subjects of this study are mathematics and mathematics education students who have studied integral calculus. The results of this study are as follows: (1) the summarizing category, the mathematics and mathematics education students can use metacognition knowledge and metacognition skills in understanding the concept of indefinite integrals. While the definite integrals, only mathematics education students use metacognition skills; and (2) the explaining category, mathematics students can use knowledge and metacognition skills in understanding the concept of indefinite integrals, while the definite integrals only use metacognition skills. In addition, mathematics education students can use knowledge and metacognition skills in understanding the concept of both indefinite and definite integrals.

`Untangling Sickle-cell Anemia and the Teaching of Heterozygote Protection'

NASA Astrophysics Data System (ADS)

Howe, Eric Michael

2007-01-01

Introductory biology textbooks often use the example of sickle-cell anemia to illustrate the concept of heterozygote protection. Ordinarily scientists expect the frequency of a gene associated with a debilitating illness would be low owing to its continual elimination by natural selection. The gene that causes sickle-cell anemia, however, has a relatively high frequency in many parts of the world. Historically, scientists proposed and defended several alternative theories to account for this anomaly, though it is now widely recognized among the scientific community that high frequencies of the gene reflect its benefit to heterozygotes against malaria. Textbooks normally develop this concept with reference to the often-used maps of Africa showing how in areas where the frequency of the sickle-cell gene is high, there is also higher exposure to the disease malaria. While sickle-cell anemia is often the example of choice for explaining and illustrating the concept of heterozygote protection, the present paper argues that exploring the history of scientific research behind our contemporary understanding has advantages for helping students understand multiple factors related to population genetics (e.g. mutation, gene flow, drift) in addition to heterozygote protection. In so doing, this approach invites students to evaluate the legitimacy of their own alternative conceptions about introductory population genetics or about the genetics of the disease sickle-cell anemia. The various historical theories scientists proposed and defended often resemble those of students who first learn about the disease. As such, a discussion of how scientists reached consensus about the role of heterozygote protection may help students understand and appreciate what are now recognized to be limitations in the views they bring to their classrooms. The paper concludes by discussing the ramifications of this approach in potentially helping students to examine certain aspects of the nature of science.

Measurement Decision Risk - The Importance of Definitions

NASA Technical Reports Server (NTRS)

Mimbs, Scott M.

2007-01-01

One of the more misunderstood areas of metrology is the Test Uncertainty Ratio (TUR) and its cousin, the Test Accuracy Ratio (TAR). There have been many definitions over the years, but why are these definitions important to a discussion on measurement decision risk? The importance lies in the clarity of communication. Problems can immediately arise in the application (or misapplication) of the definition of these terms. In other words, while it is important to understand the definitions, it is more important to understand concepts behind the definitions and to be precise in how they are applied. The objective of any measurement is a decision. Measurement Decision Risk is a way to look at the quality of a measurement and although it is not a new concept, it has generated a lot of attention since its addition as a requirement in the new U.S. National Standard, ANSI/NCSL Z540.3-2006. In addition to Measurement Decision Risk as the prime method of managing measurement risk, Z540.3 has also added, as a fall-back, an explicit definition for TUR. The impact these changes might have on calibration service providers if these requirements are levied on them has become the topic of much discussion and in some cases concern. This paper looks at the concepts behind the definitions and how they relate to Measurement Decision Risk. Using common examples, this paper will also provide a comparison of various elements of risk related to measurement science using the concepts of TAR, TUR, accuracy ratios, and Consumer Risk (False Accept Risk). The goal is to provide a better understanding of their relevance to the measurement decision process.

Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study.

PubMed

Bressington, Daniel T; Wong, Wai-Kit; Lam, Kar Kei Claire; Chien, Wai Tong

2018-01-01

Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. This pilot study utilised a mixed-methods quasi-experimental design. The study was conducted in a University school of Nursing in Hong Kong. A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of concept mapping. Future studies should utilise a larger sample size and consider using the approach as a targeted intervention immediately before and during clinical learning placements. Copyright © 2017 Elsevier Ltd. All rights reserved.

An introduction to cost analysis.

PubMed

Camponovo, Ernest

2015-04-01

This article describes the basics of cost accounting for healthcare providers and how these concepts relate to decision making in medical practice. By understanding cost accounting and cost analysis, providers can be better prepared to compete and survive in a changing healthcare environment.

Teaching about Nutrition.

ERIC Educational Resources Information Center

Rush, Marylou; Arnold, Anne Jurmu

1983-01-01

Concepts, such as nutrition density, that teachers need to understand to teach children good nutrition are explained. Teachers can use food diaries, protein picture charts, and class discussions about health problems related to excessive sugar and fats to instill healthy eating habits in their students. (PP)

Problem Solvers' Conceptions about Osmosis.

ERIC Educational Resources Information Center

Zuckerman, June T.

1994-01-01

Discusses the scheme and findings of a study designed to identify the conceptual knowledge used by high school students to solve a significant problem related to osmosis. Useful tips are provided to teachers to aid students in developing constructs that maximize understanding. (ZWH)

Death, dignity, and moral nonsense.

PubMed

Pullman, Daryl

2004-01-01

Although the concept of human dignity is widely invoked in discussions regarding end-of-life decision making, the content of the notion is ambiguous. Such ambiguity has led some to conclude that human dignity is a redundant or even useless concept that we would be better off without. This paper argues, to the contrary, that the concept of human dignity is indispensable to moral discourse. Far from dispensing with human dignity, we must work to clarify the concept. The paper outlines two distinct but related conceptions of dignity that are often conflated in contemporary moral discourse. These conceptions are labelled "basic dignity" and "personal dignity", respectively. It is argued that basic dignity functions as a universal meaning constraint on moral discourse in general. Hence, to dispense with the notion could reduce us to speaking moral nonsense. Throughout the discussion, some implications for our understanding of end-of-life decision making are explored.

The ‘structure-function’ relationship in glaucoma – past thinking and current concepts

PubMed Central

Malik, Rizwan; Swanson, William H.; Garway-Heath, David F

2013-01-01

An understanding of the relationship between functional and structural measures in primary open angle glaucoma (POAG) is necessary for both grading the severity of disease and for understanding the natural history of the condition. This article outlines the current evidence for the nature of this relationship, and highlights the current mathematical models linking structure and function. Large clinical trials demonstrate that both structural and functional change are apparent in advanced stages of disease, while, at an individual level, detectable structural abnormality may precede functional abnormality in some patients whilst the converse in true in other patients. Although the exact nature of the ‘structure-function’ relationship in POAG is still the topic of scientific debate and the subject of continuing research, this article aims to provide the clinician with an understanding of the past concepts and contemporary thinking in relation to the structure-function relationship in POAG. PMID:22339936

Social capital and health: measuring and understanding social capital at a local level could help to tackle health inequalities more effectively.

PubMed

Pilkington, Paul

2002-09-01

This paper examines whether an understanding of the concept of social capital and its local measurement can help to tackle inequalities in health within and across communities. The paper concludes that the concept of social capital offers a valuable opportunity to help public health professionals understand how to approach inequalities in health with a greater awareness of the social processes affecting the health of communities. The measurement of social capital has been problematic. However, new guidance from the Health Development Agency (HDA) provides a useful tool for developing social capital research. A greater understanding of whether, and how social capital relates to health will help to improve strategies to reduce health inequalities at the community level. Public health professionals contributing to community development strategies such as Neighbourhood Renewal Projects, Community Safety Partnerships, Health Action Zones and Health Improvement Programmes (HImPs) should encourage thought to be given about the role that an understanding of social capital could play in making these strategies more effective. Using the HDA measurement tool locally could be one way of doing this.

"Contextualizing Context": Reconciling Environmental Exposures, Social Networks, and Location Preferences in Health Research.

PubMed

Kestens, Yan; Wasfi, Rania; Naud, Alexandre; Chaix, Basile

2017-03-01

The aim of this paper is to review the recent advances in health and place research and discuss concepts useful to explore how context affects health. More specifically, it reviews measures and tools used to account for place; concepts relating to daily mobility and multiple exposure to places, and further points to the intertwining between social and spatial networks to help further our understanding of how context translates into health profiles. Significant advances in environmental or neighborhood effects have been made in the last decades. Specifically, conceptual and methodological developments have improved our consideration of spatial processes, shifting from a residential-based view of context to a more dynamic activity space and daily mobility paradigm. Yet, such advances have led to overlooking other potentially important aspects related to social networks and decision-making processes. With an increasing capacity to collect high-precision data on daily mobility and behavior, new possibilities in understanding how environments relate to behavior and health inequalities arise. Two overlooked aspects need to be addressed: the questions of "with or for whom", and "why". While the former calls for a better consideration of social networks and social interactions, the latter calls for refining our understanding of place preference and decision-making leading to daily mobility and multiple exposures.

Vicarious traumatization: concept analysis.

PubMed

Tabor, Pamela Diane

2011-12-01

There is growing knowledge of the effects of stress on professionals, including various negative symptoms that may mirror the biopsychosocial effects exhibited by the victims of trauma. Multiple concepts including burn out, compassion fatigue, post-traumatic stress disorder (PTSD), and secondary traumatic stress, are terms that have been incorrectly interchanged with the term vicarious traumatization (VT). Clarity of vicarious victimization and understanding contributing factors is imperative in order to facilitate future research and implement timely and effective interventions, as well as sculpt evidence based practice. This concept anaylsis, complete with a concept map, discusses VT; related terminology; symptomology; prevention and relevant interventions; and discusses opportunities for personal/professional growth for nurses and especially forensic nurses working with victims of violence. © 2011 International Association of Forensic Nurses.

Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation

NASA Astrophysics Data System (ADS)

Ring, Elizabeth A.

There has been a nation-wide push for an increase in the use of integrated science, technology, engineering, and mathematics (STEM) education in the United States. With this shift in epistemological, pedagogical, and curricular content, there is a need to develop an understanding as to what integrated STEM education is, particularly among practitioners. In this dissertation, inservice science teacher conceptions of integrated STEM education were investigated to help understand what these conceptions are and how these conceptions influence curriculum writing and implementation of integrated STEM curricula in classrooms. Teacher conceptions and their influences were investigated through three separate but interrelated studies. First, K-12 inservice science teachers' conceptions of integrated STEM were investigated through the analysis of their sketched models of integrated STEM education. How these models changed throughout an intensive, three-week professional development was also explored. The goal of this first study was to identify conceptual models of integrated STEM education held by inservice science teachers and to understand how these conceptions might change over the course of a professional development. Second, photo elicitation interviews (PEIs) and curricular analysis were used to provide rich descriptions of the conceptual models of integrated STEM education held by inservice science teachers, determine what components of STEM inservice science teachers found fundamental to integrating STEM in the classroom based on their conceptions, and explore how teachers' conceptions of STEM were used in their development of integrated STEM curricula. The goal of this second study was to better understand inservice science teachers' conceptual models of integrated STEM and explore how these models were realized in the teachers' curriculum writing. Third, a multiple-case study was conducted with three teachers to investigate how the conceptual models held by inservice science teachers were enacted in their implementation of an integrated STEM curriculum unit in their classrooms. The goal of this third study was to determine how, if at all, teachers enact their conceptual models of integrated STEM education in the classroom when implementing a STEM curriculum. Together, these three studies helped to broaden the research related to integrated STEM education in the literature. The progressive nature of the studies in this dissertation, as well as the diverse use of methodologies and data analysis, helped to expand STEM education research.

Green related practices for construction procurement

NASA Astrophysics Data System (ADS)

Bidin, Z. A.; Bohari, A. A. M.; Rais, S. L. A.; Saferi, M. M.

2018-04-01

Environment degradation issue has been a worldwide problem and various efforts have been done to minimise the problem. Construction sectors are pointed as one of the major contributors to its construction activities. Green-oriented procurement [GP] is considered as an environmental strategy to integrate the environmental practices into the construction delivery. Thus, this paper reviews the concept of GP and the practices related to it. The outcome of this research findings provides a basis for understanding the concept of GP and the further development of GP. The listed GP practices identified from this paper can serve as guidelines for industry practitioners to design, implement, and benchmarking the green practices in their procurement delivery.

Construction and reconstruction concept in mathematics instruction

NASA Astrophysics Data System (ADS)

Mumu, Jeinne; Charitas Indra Prahmana, Rully; Tanujaya, Benidiktus

2017-12-01

The purpose of this paper is to describe two learning activities undertaken by lecturers, so that students can understand a mathematical concept. The mathematical concept studied in this research is the Vector Space in Linear Algebra instruction. Classroom Action Research used as a research method with pre-service mathematics teacher at University of Papua as the research subject. Student participants are divided into two parallel classes, 24 students in regular class, and remedial class consist of 18 students. Both approaches, construct and reconstruction concept, are implemented on both classes. The result shows that concept construction can only be done in regular class while in remedial class, learning with concept construction approach is not able to increase students' understanding on the concept taught. Understanding the concept of a student in a remedial class can only be carried out using the concept reconstruction approach.

Conformal Infinity.

PubMed

Frauendiener, Jörg

2000-01-01

The notion of conformal infinity has a long history within the research in Einstein's theory of gravity. Today, "conformal infinity" is related with almost all other branches of research in general relativity, from quantisation procedures to abstract mathematical issues to numerical applications. This review article attempts to show how this concept gradually and inevitably evolved out of physical issues, namely the need to understand gravitational radiation and isolated systems within the theory of gravitation and how it lends itself very naturally to solve radiation problems in numerical relativity. The fundamental concept of null-infinity is introduced. Friedrich's regular conformal field equations are presented and various initial value problems for them are discussed. Finally, it is shown that the conformal field equations provide a very powerful method within numerical relativity to study global problems such as gravitational wave propagation and detection.

Conformal Infinity.

PubMed

Frauendiener, Jörg

2004-01-01

The notion of conformal infinity has a long history within the research in Einstein's theory of gravity. Today, "conformal infinity" is related to almost all other branches of research in general relativity, from quantisation procedures to abstract mathematical issues to numerical applications. This review article attempts to show how this concept gradually and inevitably evolved from physical issues, namely the need to understand gravitational radiation and isolated systems within the theory of gravitation, and how it lends itself very naturally to the solution of radiation problems in numerical relativity. The fundamental concept of null-infinity is introduced. Friedrich's regular conformal field equations are presented and various initial value problems for them are discussed. Finally, it is shown that the conformal field equations provide a very powerful method within numerical relativity to study global problems such as gravitational wave propagation and detection.

Space for action: How practitioners influence environmental assessment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kågström, Mari, E-mail: mari.kagstrom@slu.se; Richardson, Tim, E-mail: tim.richardson@nmbu.no

2015-09-15

Highlights: • The concept of ‘space for action’ offers an important new lens on EA practice. • Focuses on the relation between practitioner's understanding and their actions • Environmental assessment practice is decisively shaped by practitioners. • Practitioners may underestimate their potential to make a difference. • Contributes to understanding change in the environmental assessment field. This article contributes to understanding of how change occurs in the field of environmental assessment (EA). It argues that the integration of new issues in EA, such as human health, is significantly influenced by how practitioners' understandings shape their actions, and by what happensmore » when those, possibly different, interpretations of appropriate action are acted out. The concept of space for action is developed as a means of investigating this relation between understanding and action. Frame theory is also used, to develop a sharper focus on how ‘potential spaces for action’ are created, what these imply for (individuals') preferred choices and actions in certain situations, and what happens in practice when these are acted out and ‘actual spaces for action’ are created. This novel approach is then applied in a Swedish case study of transport planning. The analysis reveals the important work done by practitioners, revealing just how EA practice is decisively shaped by practitioners. Analysis of practice using the lens of spaces for action offers an important new perspective in understanding how the field adapts to new challenges.« less

Spatial Relation Predicates in Topographic Feature Semantics

USGS Publications Warehouse

Varanka, Dalia E.; Caro, Holly K.

2013-01-01

Topographic data are designed and widely used for base maps of diverse applications, yet the power of these information sources largely relies on the interpretive skills of map readers and relational database expert users once the data are in map or geographic information system (GIS) form. Advances in geospatial semantic technology offer data model alternatives for explicating concepts and articulating complex data queries and statements. To understand and enrich the vocabulary of topographic feature properties for semantic technology, English language spatial relation predicates were analyzed in three standard topographic feature glossaries. The analytical approach drew from disciplinary concepts in geography, linguistics, and information science. Five major classes of spatial relation predicates were identified from the analysis; representations for most of these are not widely available. The classes are: part-whole (which are commonly modeled throughout semantic and linked-data networks), geometric, processes, human intention, and spatial prepositions. These are commonly found in the ‘real world’ and support the environmental science basis for digital topographical mapping. The spatial relation concepts are based on sets of relation terms presented in this chapter, though these lists are not prescriptive or exhaustive. The results of this study make explicit the concepts forming a broad set of spatial relation expressions, which in turn form the basis for expanding the range of possible queries for topographical data analysis and mapping.

Students' Progression in Understanding the Matter Concept

ERIC Educational Resources Information Center

Hadenfeldt, Jan Christoph; Neumann, Knut; Bernholt, Sascha; Liu, Xiufeng; Parchmann, Ilka

2016-01-01

This study presents our attempt to elicit students' progression in understanding the matter concept. Past work has identified the big ideas about matter students need to understand, the many everyday understandings students hold about these ideas, and levels of understanding through which students progress in developing understanding of the big…

Beyond ;Deficit-Based; thinking in autism research. Comment on ;Implications of the idea of neurodiversity for understanding the origins of developmental disorders; by Nobuo Masataka

NASA Astrophysics Data System (ADS)

Silberman, Steve

2017-03-01

Nobuo's paper [1] marks a pioneering attempt to reconcile the provocative concept of neurodiversity - the notion that developmental disabilities like autism, dyslexia, and ADHD are not inherently pathological, but reflect natural human variations that deserve societal accommodations equivalent to those afforded to people with physical disabilities - with the ongoing effort to investigate the neurological underpinnings of these conditions. As the framework of neurodiversity rapidly gains social acceptance and influence in education, employment, service provision, and related fields, it is important for researchers to understand this concept and consider how it may inform and shape their work in the coming years. Nobuo's paper provides a useful template for these efforts.

Considerations Regardingthe Integration-Intrication Processin the Nature and Technology

NASA Astrophysics Data System (ADS)

Tecaru Berekmeri, Camelia Velia; Blebea, Ioan

2014-11-01

The big challenges in education and R&D activities in the century just started are related on the complexity and transdisciplinarity understanding and promotion.The approaches are necessary in order to understand the unity of the world we live in through the unity of knowledge.The complexity is the result of the integration process.The paper presents fundamentals of the integration-intrication process in the nature and technology.The concept of integronics and the basic principles of the integration process are outlined too. Also the main features of mechatronics as environment for transdisciplinarity learning and the concept of integral education promotion are presented.The advanced mechatronics and the embedded systems are fundamentals of the cyberphysical systems of the future

Precision medicine for nurses: 101.

PubMed

Lemoine, Colleen

2014-05-01

To introduce the key concepts and terms associated with precision medicine and support understanding of future developments in the field by providing an overview and history of precision medicine, related ethical considerations, and nursing implications. Current nursing, medical and basic science literature. Rapid progress in understanding the oncogenic drivers associated with cancer is leading to a shift toward precision medicine, where treatment is based on targeting specific genetic and epigenetic alterations associated with a particular cancer. Nurses will need to embrace the paradigm shift to precision medicine, expend the effort necessary to learn the essential terminology, concepts and principles, and work collaboratively with physician colleagues to best position our patients to maximize the potential that precision medicine can offer. Copyright © 2014 Elsevier Inc. All rights reserved.

Behavioral Economics: A New Lens for Understanding Genomic Decision Making.

PubMed

Moore, Scott Emory; Ulbrich, Holley H; Hepburn, Kenneth; Holaday, Bonnie; Mayo, Rachel; Sharp, Julia; Pruitt, Rosanne H

2018-05-01

This article seeks to take the next step in examining the insights that nurses and other healthcare providers can derive from applying behavioral economic concepts to support genomic decision making. As genomic science continues to permeate clinical practice, nurses must continue to adapt practice to meet new challenges. Decisions associated with genomics are often not simple and dichotomous in nature. They can be complex and challenging for all involved. This article offers an introduction to behavioral economics as a possible tool to help support patients', families', and caregivers' decision making related to genomics. Using current writings from nursing, ethics, behavioral economic, and other healthcare scholars, we review key concepts of behavioral economics and discuss their relevance to supporting genomic decision making. Behavioral economic concepts-particularly relativity, deliberation, and choice architecture-are specifically examined as new ways to view the complexities of genomic decision making. Each concept is explored through patient decision making and clinical practice examples. This article also discusses next steps and practice implications for further development of the behavioral economic lens in nursing. Behavioral economics provides valuable insight into the unique nature of genetic decision-making practices. Nurses are often a source of information and support for patients during clinical decision making. This article seeks to offer behavioral economic concepts as a framework for understanding and examining the unique nature of genomic decision making. As genetic and genomic testing become more common in practice, it will continue to grow in importance for nurses to be able to support the autonomous decision making of patients, their families, and caregivers. © 2018 Sigma Theta Tau International.

A phenomenographic case study: Concept maps from the perspectives of middle school students

NASA Astrophysics Data System (ADS)

Saglam, Yilmaz

The objective of this study was to investigate the experiences of middle school students when concept maps were used as a learning tool. Twenty-nine students' written responses, concept maps and videotapes were analyzed. Out of 29 students, thirteen students were interviewed using a semi-structured and open-ended interview protocol. The students' initial written responses provided us with the students' initial reactions to concept maps. The videotapes captured the students' behavior, and interpersonal interactions. The interviews probed students': (1) knowledge about drawing concept maps, (2) perception of the meaning and usefulness of concept maps, and (3) attitudes towards concept maps. The results indicated that the students viewed concept maps as useful tools in learning science. They believed that concept maps organized and summarized the information, which thereby helped them understand the topic easily. They also believed that concept maps had some cognitive benefits. However, the students viewed concept maps as hard to construct because it was difficult for the students to think of related concepts. The students' initial written responses, interviews and videotapes indicated that the students seemed to see both positive and negative aspects of concept maps. Some students' had more positive and some had more negative attitudes.

Simplified bipartite concepts of functioning and disability recommended for interdisciplinary use of the ICF.

PubMed

Thyberg, Mikael; Arvidsson, Patrik; Thyberg, Ingrid; Nordenfelt, Lennart

2015-01-01

To argue for and propose bipartite concepts of functioning and disability, to tally with the structure of the ICF classification list, concepts of social models and clinical needs. The ICF concepts are discussed in relation to the history of ideas regarding disability concepts and the needs for such concepts in interdisciplinary rehabilitation. Bipartite concepts are presented; they refer to actual functioning, simply body functions/structures and participation, including functioning in standardized environments. Participation refers to actually performed "activities", with "activities" simply denoting things that people may do. Bipartite concepts are congruent with the ICF classification and the structure of social models of disability, suitable for clinical and interdisciplinary use and easy to understand. The issue of standardized environments represents a methodological issue rather than the conceptual issue of defining functioning and disability. An individual perspective on activity and activity limitations, i.e. the middle part of the tripartite ICF concept, is somewhat similar to concepts of traditional language that were regarded as too generalizing already in 1912, when the interactional concept of "disability in a social sense" was introduced in rehabilitation practices. Bipartite concepts of functioning and disability are recommended for interdisciplinary use of the ICF. The ICF classification is useful, but the ICF concept of activities in an individual perspective is confusing. We suggest a use of the term "activities" simply to denote things that people may do and "participation" to denote actually performed activities. Estimations of ability should be explicit about how they are related to environmental factors.

Students' Understanding of the Function-Derivative Relationship When Learning Economic Concepts

ERIC Educational Resources Information Center

Ariza, Angel; Llinares, Salvador; Valls, Julia

2015-01-01

The aim of this study is to characterise students' understanding of the function-derivative relationship when learning economic concepts. To this end, we use a fuzzy metric (Chang 1968) to identify the development of economic concept understanding that is defined by the function-derivative relationship. The results indicate that the understanding…

Children's Understanding of Addition and Subtraction Concepts

ERIC Educational Resources Information Center

Robinson, Katherine M.; Dube, Adam K.

2009-01-01

After the onset of formal schooling, little is known about the development of children's understanding of the arithmetic concepts of inversion and associativity. On problems of the form a+b-b (e.g., 3+26-26), if children understand the inversion concept (i.e., that addition and subtraction are inverse operations), then no calculations are needed…

Clinical caring science as a scientific discipline.

PubMed

Rehnsfeldt, Arne; Arman, Maria; Lindström, Unni Å

2017-09-01

Clinical caring science will be described from a theory of science perspective. The aim of this theoretical article to give a comprehensive overview of clinical caring science as a human science-based discipline grounded in a theory of science argumentation. Clinical caring science seeks idiographic or specific variations of the ontology, concepts and theories, formulated by caring science. The rationale is the insight that the research questions do not change when they are addressed in different contexts. The academic subject contains a concept order with ethos concepts, core and basic concepts and practice concepts that unites systematic caring science with clinical caring science. In accordance with a hermeneutic tradition, the idea of the caring act is based on the degree to which the theory base is hermeneutically appropriated by the caregiver. The better the ethos, essential concepts and theories are understood, the better the caring act can be understood. In order to understand the concept order related to clinical caring science, an example is given from an ongoing project in a disaster context. The concept order is an appropriate way of making sense of the essence of clinical caring science. The idea of the concept order is that concepts on all levels need to be united with each other. A research project in clinical caring science can start anywhere on the concept order, either in ethos, core concepts, basic concepts, practice concepts or in concrete clinical phenomena, as long as no parts are locked out of the concept order as an entity. If, for example, research on patient participation as a phenomenon is not related to core and basic concepts, there is a risqué that the research becomes meaningless. © 2016 Nordic College of Caring Science.

Visual illusions and ethnocentrism: exemplars for teaching cross-cultural concepts.

PubMed

Keith, Kenneth D

2012-05-01

This article discusses the origins of cross-cultural interest in two concepts fundamental to psychology students' views of the world: simple visual illusions and ethnocentrism. Although students encounter these ideas in introductory psychology, textbooks rarely describe the nature or origin of cross-cultural knowledge about them. The article presents a brief account of the history of these concepts and relates them to contemporary notions of psychology and culture. Using visual perception and ethnocentrism as examples, the article suggests the importance of teaching that different people see the world in different ways and the role of that lesson in a future demanding increased cross-cultural understanding.

Sexual Self-Concept Ambiguity and the Interpersonal Theory of Suicide Risk

PubMed Central

Talley, Amelia E.; Brown, Sarah L.; Cukrowicz, Kelly; Bagge, Courtney L.

2015-01-01

Mechanisms (i.e., thwarted belongingness, perceived burdensomeness, hopelessness) derived from the interpersonal theory of suicide which are hypothesized to account for the relation between sexual orientation self-concept ambiguity and active suicide ideation were examined. Participants included 349 women, among whom 42% currently self-ascribed a non-exclusively heterosexual sexual identity. Among women reporting higher levels of sexual self-concept ambiguity, greater risk for active suicide ideation is found when perceptions of burden and feelings of thwarted belonging co-occur with feelings of hopelessness. Results support relevant theory useful for understanding suicide risk among sexual minority women who acknowledge ambiguity with regard to their sexual orientation. PMID:26190166

Understanding pressure: didactical transpositions and pupils' conceptions

NASA Astrophysics Data System (ADS)

Kariotogloy, P.; Psillos, D.; Vallassiades, O.

1990-03-01

Using the concept of pressure two research trends-content analysis and pupils' conceptions of subject matter-are drawn together, in an attempt to understand the issues in teaching and learning specific domains of physics.

Brain stem death and organ donation.

PubMed

Davies, C

1996-01-01

Our understanding of the concept and definition of death has changed over time. The British contribution to the body of knowledge on the diagnosis of brain steam death was the publication by the medical royal colleges (1976) of diagnostic criteria. Most literature and research which explores the knowledge and attitudes of nurses towards the concept of brain stem death is from the USA. Several issues which arise from the literature are discussed in relation to organ donation. Further UK-based research is required.

Food and wellbeing. Towards a consumer-based approach.

PubMed

Ares, Gastón; De Saldamando, Luis; Giménez, Ana; Deliza, Rosires

2014-03-01

Interest in understanding how foods affect consumers' perceived wellbeing has grown in the last decade due to the increasing need to modify dietary patterns. Considering that wellbeing is a broad concept that lacks of a unique definition, in order to use and measure this concept it is necessary to explore how consumers understand it, particularly in the context of food consumption. The aim of the present work was to investigate consumers' perception of wellbeing in a food-related context using an exploratory qualitative approach. A study was carried out with 120 Uruguayan participants using three qualitative techniques: word association, open-ended questions and free listing. Wellbeing in a food-related context was strongly associated with physical health. The expected effects of foods on wellbeing were mainly related to non-communicable diseases such as high cholesterol levels, hypertension, and cardiovascular diseases. However, hedonic and emotional aspects of food consumption were also salient for consumers perceived wellbeing. The information gathered in this study can contribute to the development of scales for measuring consumer perceived wellbeing when consuming foods. Copyright © 2013 Elsevier Ltd. All rights reserved.

Understanding immunology via engineering design: the role of mathematical prototyping.

PubMed

Klinke, David J; Wang, Qing

2012-01-01

A major challenge in immunology is how to translate data into knowledge given the inherent complexity and dynamics of human physiology. Both the physiology and engineering communities have rich histories in applying computational approaches to translate data obtained from complex systems into knowledge of system behavior. However, there are some differences in how disciplines approach problems. By referring to mathematical models as mathematical prototypes, we aim to highlight aspects related to the process (i.e., prototyping) rather than the product (i.e., the model). The objective of this paper is to review how two related engineering concepts, specifically prototyping and "fitness for use," can be applied to overcome the pressing challenge in translating data into improved knowledge of basic immunology that can be used to improve therapies for disease. These concepts are illustrated using two immunology-related examples. The prototypes presented focus on the beta cell mass at the onset of type 1 diabetes and the dynamics of dendritic cells in the lung. This paper is intended to illustrate some of the nuances associated with applying mathematical modeling to improve understanding of the dynamics of disease progression in humans.

Shame and pride in anorexia nervosa: a qualitative descriptive study.

PubMed

Skårderud, Finn

2007-03-01

During the last decades, there has been a rising interest in the role of shame in psychiatric disorders. To define shame and describe types and subtypes of shame and their relations to symptoms and meaning in anorexia nervosa. The study will also describe the possible role of pride, as a contrasting emotional and cognitive experience. Thirteen female patients (age 16-39 years) with anorexia nervosa were interviewed about their general understanding of the concept of shame, what they considered shameful in themselves, past and present, and in others and shame related to eating and body. Based on statements from the patients 'globalised internal shame', different subtypes of focal shame and different subtypes of pride are categorised. Shame is described both as cause and consequence in relation to symptoms in anorexia nervosa, hence a shame-shame cycle. A shame-pride cycle is also presented. The use of shame, as well as pride, as concepts in regard to anorexia nervosa may improve our understanding of the nature of this disorder, as well as being a guideline for therapists. 2007 John Wiley & Sons, Ltd and Eating Disorders Association

Modeling Exponential Population Growth

ERIC Educational Resources Information Center

McCormick, Bonnie

2009-01-01

The concept of population growth patterns is a key component of understanding evolution by natural selection and population dynamics in ecosystems. The National Science Education Standards (NSES) include standards related to population growth in sections on biological evolution, interdependence of organisms, and science in personal and social…